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All Journal Walisongo: Jurnal Penelitian Sosial Keagamaan Journal on English as a Foreign Language (JEFL) Al Ishlah Jurnal Pendidikan Langkawi: Journal of The Association for Arabic and English ELS Journal On Interdisciplinary Studies in Humanities International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society Journal of English Language Teaching Innovations and Materials (Jeltim) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Pedagogy : Journal of English Language Teaching Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Randwick International of Education and Linguistics SALEE: Study of Applied Linguistics and English Education Didaktika: Jurnal Kependidikan Proceedings Series on Physical & Formal Sciences Cakrawala: Jurnal Pendidikan Indonesian Journal of EFL and Linguistics J-LEE - Journal of Law, English, and Economics AKSARA: Jurnal Bahasa dan Sastra Indonesian Journal of English Teaching

Dewi - Rochsantiningsih

Department Of English Education, Faculty Of Teacher Training And Education, Universitas Sebelas Maret, Surakarta

Author-ID : 362904

Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Social Sciences Other

Published : 39 Documents Claim Missing Document

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Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School Amira Muflicha Daraini; Endang Fauziati; Dewi Rochsantiningsih
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

This research scrutinized the students' perception of Content and Language Integrated Learning (CLIL) in the teaching and learning process. A qualitative approach as a primary framework was employed with a case study method. Twenty students were involved in this research. The information was gathered through questionnaires and interviews. Of the twenty participants, only three participated in the interview session. The results reveal that most students gave tremendous perceptions of CLIL implementation, understanding the teachers’ instructions, being comfortable at some point in the class, and enriching their vocabulary. The findings of the study are envisioned to bring light to other teachers to reflect and develop themselves. Moreover, the study aimed to contribute to the schools’ policy-making, which means undertaking the CLIL program.

From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing Rizqiyyah Rizqiyyah; Joko Nurkamto; Dewi Rochsantiningsih
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

The recent paper aims to figure out how students apply their metacognitive strategies of thesis writing in the COVID-19 pandemic. This study employs an explanatory case study design with 13 English As a Foreign language (EFL) graduates of an Indonesian university involving in this study. Questionnaires and semi-structured interview methods were used for collecting information. The data were then qualitatively analyzed using Miles, Huberman, and Saldana interactive model. The findings indicate that individual differences and thesis supervisors' involvement stimulated varied metacognitive strategy use in thesis writing. The challenges, inefficient time management, supervision system, technological issues, and negative disruptive emotions were attributed to delayed thesis completion in the pandemic. It indicates that the metacognitive experience represented by negative psychological factors profoundly affects students’ metacognitive strategies. Hence, promoting students' positive affective states are essential to achieve the expected writing outcomes.

DEVELOPING PRACTICAL GUIDELINES OF TEACHING WRITING USING COOPERATIVE INTEGRATED READING AND COMPOSITION Ashri Shollina; Dewi Rochsantiningsih; Joko Nurkamto
SALEE: Study of Applied Linguistics and English Education Vol. 1 No. 1 (2020)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v1i01.75

Cooperative integrated reading and composition (CIRC) technique gives the opportunities for the students to increase language skills, especially applicability of reading activities and composition writing techniques. The absence of a guideline of teaching writing using certain technique results a less effective process of teaching writing. Thus, this research and development study was aimed to investigate the quality of the existing guidelines of writing in junior high school and the development of the practical guidelines of teaching writing in SMPN of Karanganyar Central Java using Cooperative Integrated Reading and Composition. This research was conducted through two stages; exploration stage and product development stage. The finding of the exploration stage was obtained through several techniques like interview, observation, document analysis and questionnaire distribution which revealed that there was no certain writing guideline used to teach. The teachers used textbook, syllabus and lesson plan as the guidance of teaching writing. Thus, the writing guideline should be developed by considering the need of the teacher and the students. The guideline prototype was developed by considering some aspects. It contained theoretical theories of writing, CIRC and teaching writing to Junior High School and the implementation of teaching writing of descriptive, recount, and narrative texts. Then, it had been validated by the expert and tried out thrice in one class of eighth graders of SMPN in Karanganyar Central Java. Through focus group discussion, the guideline prototype was changed and revised to be the final draft of writing guideline. Therefore, through the stages, it could be concluded that the practical guideline was feasible to be used by the teachers to teach writing to junior high school students.

Inquiry-based Learning in English Teaching at a Candidate School of IB PYP: Implementation and Benefits Heppy Mutammimah; Dewi Rochsantiningsih; Abdul Asib
Langkawi: Journal of The Association for Arabic and English Vol 5, No 2 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.

The Effectiveness of Gallery Walk and Simulation (GALSIM) to Improve Students’ Achievement in Fiqh Learning I Ismail; Sri Anitah W; S Sunardi; Dewi Rochsantiningsih
Walisongo: Jurnal Penelitian Sosial Keagamaan Vol 25, No 1 (2017)
Publisher : LP2M - Universitas Islam Negeri (UIN) Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ws.25.1.1343

This article presents the efforts of teachers in enhancing students’ achievement through the implementation of a cooperative learning model: Gallery Walk and Simulation (GALSIM). This classroom action research aims to describe the improvement of students’ achievement of Fiqh subject matter. The data was collected by observation, actions, documents, and tests. This two-cycle research used four steps i.e. planning, action, observation and reflection in each cycle. The results show that the implementation of GALSIM could improve students’ activity along the learning process. Moreover, the implementation of this model could also improve students’ achievement at the end of their study on Fiqh.

Cultural representation and intercultural interaction in textbooks of English as an international language Tomy Kartika Putra; Dewi Rochsantiningsih; Slamet Supriyadi
Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i1.1766

The present study attempts to scrutinize the manifestation of cultures and intercultural interactions in English textbooks. It investigates three English textbooks for twelfth-grade students produced by three relatively major publishers in Indonesia by employing cultural content and intercultural interaction analysis. The findings show that the examined textbooks do not appropriately demonstrate cultural diversity in the international context as cultures of Indonesia and English-speaking countries have their dominancy. Also, the textbooks mostly demonstrate intercultural interactions in fragmented, limited, and superficial ways. Some recommendations are addressed for future textbooks authors and publishers as well as English teachers. The results suggest textbook publishers and authors include more the material about international culture and to provide more the demonstration of deep intercultural interaction. Moreover, teachers need to be creative by adding supplementary cultural materials to patch up the shortcomings of the textbooks.

Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy Rizki Indra Guci; Dewi Rochsantiningsih; Sumardi Sumardi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.

RETRACTED: Teaching in Rural Indonesian Schools: Teachers’ Challenges Mia Febriana; Joko Nurkamto; Dewi Rochsantiningsih; Anggri Muhtia
International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v2i2.5002

This article has been retracted: please see IJoLTe publication etichs on duties of authors, section Multiple, Redundant or Concurrent Publication (https://online-journal.unja.ac.id/index.php/IJoLTE/Ethics) This article has been retracted as the initiative of the editor in chief as the result of violations of publication ethics. The article doing multiple submission. If you want to get the article, please visit to: https://ijmmu.com/index.php/ijmmu/article/view/305 International Journal of Language Teaching and Education takes a very strong view on this matter and apologies are offered to readers of the journal for this problems. Regards, IJoLTe Team

Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching Rija Dwiono; Dewi Rochsantiningsih; Suparno Suparno
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.

Promoting Students’ Reading Comprehension Using Graphic Organizer: A Classroom Action Research Neny Kartika Sari; Nur Arifah Drajati; Dewi Rochsantiningsih
International Journal of Language Teaching and Education Vol. 3 No. 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

This research aimed to describe the process of improving students’ reading comprehension of narrative text through graphic organizer strategy in SMP Regina Pacis Surakarta. It was conducted to the ninth year students, especially class VIII A as the subject of research. The researcher conducted a classroom action research. Achievement test, observation checklist and field note used as the tools of data collecting. The research findings showed that graphic organizer strategy was appropriate for teaching reading comprehension. Students’ mean score increased from 63 to 78. The students were able to map out basic components of the story such as setting, problem, goals, action, and outcomes. Graphic organizerprovides structure and organization so students were able to comprehend the story more effective.

Co-Authors Abdul Asib Abdul Asib Abdul Asib Agustina Tyarakanita Amira Muflicha Daraini Andhika Wahyu Rustamaji Anggri Muhtia Ardesia Winanta Ashri Shollina Burhanuddin Yusuf Alfino Desy Nur Fakhomah Dewi Cahyaningrum Dewi Sri Wahyuni Diah Kristiana Diah Kristiana Diah Kristina Dian Agustina Purwanto Wakerkwa Dini Khoirina Dion Wildan Praditya Elisa Indriyani PH Ellisa Indriyani Putri Handayani Endang Fauziati Eransya, Yona Pramela Fatimah Zahro Assidiq Fatma Indratama Gunarhadi Haryati, Sri Hefy Sulistyawati Heppy Mutammimah Heppy Mutammimah I Ismail Joko Nurkamto Kristian Adi Putra Kurtianti, Endah Lailatun Nurul Aniq Latifah Fatmawati M. Yoga Oktama Martono Martono Mia Febriana Mia Febriana Muhammad Akhyar Muhammad Hendri Nuryadi Nana - - Neny Kartika Sari Ngadiso Ngadiso Ngadiso Ni Made Anggi Arlina Putri Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Pipit Widiatmaka Rea Aisha Champa Rea Aisha Champa Rija Dwiono Riyadi Santosa Rizki Indra Guci Rizqiyyah Rizqiyyah S Sunardi Sajidan Sekar Ayu Wardhani Septhina Shinta Sari Sintia Marlina Urbaq Slamet Supriyadi Slamet Supriyadi Slamet Supriyadi Sonia Handini Lubis Sri Anitah W Sri Haryati Sumardi, Sumardi Suparno Suparno Suparno Suparno Tomy Kartika Putra Tri Pujiani Yeni Karlina

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