Articles
<![CDATA[The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas ]]>
<![CDATA[Tri Pujiani]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ J-LEE - Journal of Law, English, and Economics Vol 1 No 1 (2019): DESEMBER ]]>
Publisher : <![CDATA[LPPM Universitas Harapan Bangsa ]]>
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<![CDATA[Send-A-Problem is one of cooperative learning techniques in which the students are involved in a discussion to solve a problem. It allows the students to practice together and learn from each other, so it is very effective to encourage the students’ self-esteem and creativity. This study aims to examine the effectiveness of Send-A-Problem technique for teaching writing of junior high school students. This experimental study was conducted at a Junior High School in Banyumas, in February 2012-March 2015. The samples of the study were taken by using cluster random sampling. The samples are two classes; those are VIIIE which was treated as experimental class taught by using Send-A-Problem and VIIIF which was treated as control class taught using by Guided Writing. Each of them consists of 30 students. The data was taken from writing test. The data was analyzed by using descriptive statistics and independent t-test. The result shows that (1) Send-A-Problem is more effective than Guided Writing for teaching writing of Junior High School. In conclusion, Send-A-Problem is an effective technique to teach writing for Junior High School students.]]>
<![CDATA[Exploring EFL Pre-Service Teachers’ Attitudes of Reflective Practice: A Case Study ]]>
<![CDATA[M. Yoga Oktama]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ Proceedings Series on Physical & Formal Sciences Vol. 3 (2022): Proceedings of Digital Literacy in Education and Science ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pspfs.v3i.269
<![CDATA[The research on implementation of three attitudes of reflective practice in the field of pre-service teachers is still rarely written. Thus, this study aimed at exploring pre-service teachers’ attitudes of reflective practice. Designed with case study, this study explored four pre-service teachers at private university in Central Java Indonesia who were enrolled as tutors in an English Tutorial Program of the same university. The data were gathered from pre-service teachers’ reflective journals, interview, and observation. Analyzed using thematic analysis, the findings of this study revealed that all pre-service teachers were captured to possess all virtues of reflective practice namely, open-mindedness, wholeheartedness, and responsibility. This would be a provision for them in developing their professional careers in the future. The implication of this study on language education program is also provided.]]>
<![CDATA[Teacher’s belief and its implication on integrating CALL ]]>
<![CDATA[Desy Nur Fakhomah]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ Aksara: Jurnal Bahasa dan Sastra Vol 21, No 1 (2020): AKSARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[These days, the development of science and technology achieved has contributed to the advance in language teaching and learning. Nowadays, language teachers utilize computer and internet with their software and facilities for the purpose of teaching and learning activities in the classrooms. The use of computer assisted language learning (CALL) for language teaching and learning is not only at formal school such as elementary school, high school and university, but it is also used at informal school such as Sanggar Kegiatan Belajar (SKB). Therefore, this study aims to investigate teacher’s belief and its implication on integrating CALL in English class at SKB (Sanggar Kegiatan Belajar). For reaching the aims, a qualitative method is conducted towards the participant who has used CALL for language teaching and learning at SKB. The participant is purposively selected in order to get sufficient data of this research. The questionnaire, interview and classroom observation are used for collecting data. The result of this study shows that the teacher has positive belief towards CALL integration in English teaching and learning process. Besides, the participant also implies the CALL integration by explaining materials through Power Point and You Tube, giving quiz and homework through Google form. Thus, the teacher’s beliefs has implicated in the English teaching and learning at Sanggar Kegiatan Belajar and CALL is useful for English teaching and learning process at Sanggar Kegiatan Belajar. http://dx.doi.org/10.23960/aksara/v21i1.pp57-73]]>
<![CDATA[Cultural representation and intercultural interaction in textbooks of English as an international language ]]>
<![CDATA[Tomy Kartika Putra]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Slamet Supriyadi]]>
<![CDATA[ Journal on English as a Foreign Language Vol 10, No 1 (2020): Issued in March 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v10i1.1766
<![CDATA[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.]]>
<![CDATA[Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback: Has it been relevance to the Curriculum 2013? ]]>
<![CDATA[Ni Made Anggi Arlina Putri]]>;
<![CDATA[Riyadi Santosa]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.99-111
<![CDATA[A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. Keywords: authentic assessment, curriculum, washback Effect]]>
<![CDATA[EnglishTeachers’ Professional Development During COVID-19: Indonesian Elementary English Teacher Context ]]>
<![CDATA[Latifah Fatmawati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Slamet Supriyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1746
<![CDATA[Teachers have important role in learning process to improve the quality of education output and outcome Indonesia. Therefore, to be professional teachers, activities should be carried out during COVID-19 pandemic to develop professionalism of teachers. The purpose of this research is to discover what teacher professional development (TPD) activities that the teachers could engage during COVID-19 pandemic. This study also examines the viewpoints of teachers from both private and public schools. The method of the research employs qualitative research and focuses on case study technique utilized to investigate teachers’ thoughts on what TPD activities they participated in during the COVID-19 pandemic. The result of the research indicates that elementary teachers can still participate in TPD activities using the existing online platform even during pandemic. Teachers can develop their professionalism in creating and developing online media in learning during COVID-19 pandemic. In conclusion, the COVID-19 pandemic provides new TPD opportunities for teachers and expands their understanding of internet technology and promote collaboration among teachers. However, further research should be conducted to address teachers' professional development in a deeper and broader perspective in Indonesia. It is expected to cover wider areas of teachers from different institution including higher education institutions. In order that we can learn about the types of TPD activities that may be done remotely during the pandemic from many perspectives.]]>
<![CDATA[Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Ellisa Indriyani Putri Handayani]]>;
<![CDATA[Endah Kurtianti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2872
<![CDATA[This review of the literature gives an overview of how technology has been incorporated into ESL/EFL peer review over the last two decades. Eight peer-reviewed articles contextualized in L2 writing classes were reviewed, capitalizing on Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2010 procedures. This study applied Lai's (2010) three dimensions (perception, process, and product) to classify constructs in research papers. Students favoured integrating technology into peer review as they recognized the significance of giving and receiving peer reviews. Since their teachers did not actively intervene during their interactions, it was convenient for them to exchange and negotiate the reviews. Peer review could therefore encourage their autonomous learning. Concerning the results of the review, they made more comments that were revision-oriented and addressed global issues. The implications for future research are twofold. Pedagogically, teachers should thoroughly prepare their students for integrating new technology into peer-review writing instruction. Effective computerized peer interaction can only occur with teachers' guidance and supervision and the technology's user-friendliness. Practically, teachers can show students proper response rhetoric examples and instruct them on how to create the most valuable, pertinent, and use peer reviews to inform the next revision and useful online comments. Further, the ability to generate qualified feedback is a crucial graduate skill, and as such, higher education curricula should devote far more attention.]]>
<![CDATA[Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice ]]>
<![CDATA[M. Yoga Oktama]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2601
<![CDATA[Reflective practice is essential for teachers’ professional development. It leads teacher to shape and reshape their knowledge, and so forth a wide range of benefits can be achieved. However, to gain such benefits, teachers must have good quality of reflective practice. This qualitative case study aimed at investigating quality of reflective practice of four female EFL pre-service teachers in Indonesia. Framed with qualitative case study, this study employed online reflective journals as the main instrument to collect the data. The data were analysed deductively using content analysis. The results revealed that participants’ reflection tended to remain in the level of D1 and D2 which meant that they had tendency to merely retell and describe their teaching practice with limited evaluation. Only few of them were captured to reflect on the level of R1 and R2. In sum, although Indonesian EFL pre-service teachers had tendency to reflect in low level, it was interesting to find the fact that they sometimes reflected more critically in the level of R1 and R2. The result could be used as indicator that Indonesian EFL pre-service teachers had ability to reflect in a good way. Thus, following actions by related parties should be established in order to develop their abilities.]]>
<![CDATA[Teachers’ voices of TPACK practices on ELT in the post-COVID-19 pandemic ]]>
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Lailatun Nurul Aniq]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v5i1.59090
<![CDATA[This narrative study aimed to interpret evolving themes of teachers' TPACK practices through an entirely different lens. This study engaged two in-service EFL teachers, one who taught in a rural school and another who taught in an urban school. This study was conducted from May to October. In-depth interviews were utilised to shed light on their emotional experiences. Then, we analysed the data through Critical Thematic Analysis. Findings demonstrated how ongoing regulations generated conditions teachers encountered with shifting teachers’ paradigms. Participants truly believed that their TPACK has transitioned to the enhancement of the dominant technology-related knowledge domain (TCK, TPK & TPACK). However, they experienced a deterioration of the quality of the non-technology-related knowledge domain (CK, PK & PCK). There was a gap between teachers' perceived importance of technology-integrated activities and actual integration, which remained a persistent barrier to teachers' technology integration. The study suggests policymakers should pay heed to maintaining sustainable educational system stability rather than forcing teachers to implement an unsteady policy.]]>
<![CDATA[Merdeka Belajar Curriculum: A Study on EFL Teachers' Varying Expressions of Agency ]]>
<![CDATA[Sonia Handini Lubis]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i2.22517
<![CDATA[In Indonesia, the introduction of the new Merdeka Belajar curriculum emphasizes the significance of teachers’ agency, denoting their proactive role in influencing their professional conditions for the betterment of education. While agency is a pivotal aspect of teachers' professionalism, its recognition has become essential for the effective enactment of the new curriculum in classrooms. Despite the global surge in research on teacher agency, studies examining its variations among EFL secondary teachers in Indonesia, particularly in the context of the Merdeka Belajar curriculum, remain scant. This research employed a qualitative descriptive approach to explore these variations. Drawing on Jenkins' (2019) categorizations — proactive teacher agency, active teacher agency, and passive teacher agency — this study assessed the prevalent types of agencies in Indonesia. Furthermore, Bandura's (2001) core properties of agency were utilized to delve into the characteristics of proactive teacher agency in relation to the curriculum. The findings from this study offer valuable insights for pedagogical practices, providing policymakers with informed perspectives to facilitate successful curriculum transitions.]]>
