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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
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

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The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas: An Experimental Research Tri Pujiani; Ngadiso Ngadiso; Dewi Rochsantiningsih
J-LEE - Journal of Law, English, and Economics Vol. 1 No. 1 (2019): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

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

Abstract

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.
In-service Novice EFL Teachers’ Perception on Self-Initiated Professional Development: A Narrative Inquiry Sekar Ayu Wardhani; Endang Fauziati; Dewi Rochsantiningsih
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.v16i2.4785

Abstract

Top-down teacher professional development in Indonesia prevents teachers from choosing and determining programs or activities that suit their interests, goals, and needs; however, some activities can assist teachers in developing it, known as self-initiated professional development (SiPD). SiPD demonstrates that people who take the initiative learn more and better than those who are passively taught with or without the assistance of others. This research investigated novice EFL teachers’ perceptions and the types of SiPD they engaged in. This study employed a narrative inquiry approach using semi-structured interviews as data collection. The study involved three EFL teachers selected through purposive sampling. Thematic analysis was employed to analyze the collected data. The findings of this study are that novice EFL teachers regard and comprehend self-initiated professional development positively as responsible professionals seeking to acquire new skills, knowledge, and pedagogy to better prepare for their profession’s obstacles and improve their student’s performance and achievement. They became proactive learners, taking control of their education and taking the initiative to develop their teaching abilities. Furthermore, self-initiated professional development ensured that EFL teachers were current on the newest teaching trends, techniques, and resources.
Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review Nur Arifah Drajati; Dewi Rochsantiningsih; Martono Martono; Dewi Cahyaningrum; Elisa Indriyani PH; Agustina Tyarakanita
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4579

Abstract

In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.
PICTURES AS MEDIA IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM TO IMPROVE STUDENTS’ SPEAKING SKILL Eransya, Yona Pramela; Rochsantiningsih, Dewi; Haryati, Sri
Research and Development Journal of Education Vol 11, No 2 (2025)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v11i2.27994

Abstract

This is a case study research and examines the use of pictures as media to improve students’ speaking skill. This research limits the discussion by stating problem “What are the students’ perceptions toward the use of pictures in EFL classroom?” The aim of this research is to explain the students’ perceptions toward the use of pictures as media in EFL classroom. This research held in one of Vocational High School in Pemalang, Central Java, Indonesia. This research has three steps. The observation came first, the second step gave students questionnaires about pictures as media, and the last step gave interview to the students and English Teacher. The outcomes of this research is about pictures as media significantly useful to help students in EFL classroom especially to improve speaking skill. This is in line when the students agree that pictures help them increase their speaking skill in EFL class. The teacher also said the same thing about the pictures that it helps students in teaching and learning processes.
Reflections on Enhancing Speaking Skills: An Autobiographical Narrative of Teaching Practice in a Private English Tutorial Dini Khoirina; Dewi Rochsantiningsih; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6479

Abstract

This study investigates the role of reflective practice in enhancing the teaching of speaking skills within a private English tutorial context. Despite growing recognition of reflective teaching, limited research addresses its application in one-on-one tutorial settings. Adopting an autobiographical narrative approach, the researcher employed Cirocki and Widodo’s (2019) reflective framework and Gibbs’ reflective cycle (1988) over a three-month period. Data were collected through personal teaching diaries and audio recordings of lessons with two intermediate-level students. Structured reflection positively influenced lesson planning, in-class adjustments, and post-lesson evaluations. Student A, initially hesitant and disfluent, showed improved spontaneity and fluency. Student B, who struggled with confidence and vocabulary, demonstrated increased participation and lexical range. These improvements were closely tied to the teacher’s evolving responsiveness and student-centered strategies enabled by reflective practice. The findings suggest that reflective teaching supports better identification of student needs and fosters adaptive instructional methods. While the small sample size limits generalizability, the study underscores the value of integrating structured reflection into teaching routines. Reflective practice proved instrumental in enhancing both teacher development and student speaking outcomes in a private tutorial setting. Its application has practical implications for private tutors and language institutions, encouraging the integration of tools such as diaries and lesson recordings into teacher training to promote continual professional growth.
EnglishTeachers’ Professional Development During COVID-19: Indonesian Elementary English Teacher Context Latifah Fatmawati; Dewi Rochsantiningsih; Slamet Supriyadi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1746

Abstract

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.
Analyzing the Alignment of Writing Materials in Bahasa Inggris Work in Progress with the Genre-Based Approach Stages Andhika Wahyu Rustamaji; Dewi Rochsantiningsih; Kristian Adi Putra
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2199

Abstract

This study analyzed the implementation of the Genre-Based Approach (GBA) in the Bahasa Inggris Work in Progress textbook, with the aim of evaluating its effectiveness in supporting writing instruction in Indonesian senior high schools. Using qualitative content analysis, the study examined how writing tasks aligned with Cahyono’s (2012) GBA framework: Building Knowledge of the Field (BKOF), Modeling and Deconstruction of the Text (MDT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). The findings revealed that although the textbook was structured according to GBA principles, its implementation across the stages was inconsistent. BKOF and MDT were generally well-supported through vocabulary-building activities and teacher-led instruction, but JCOT lacked meaningful peer collaboration, and ICOT relied heavily on teacher intervention, which limited student autonomy. Moreover, the absence of explicit linguistic analysis in the MDT stage hindered students’ understanding of genre-specific language features.This study contributed to the field of textbook evaluation by identifying practical gaps in the design and delivery of GBA within EFL writing materials. It also offered pedagogical insights for improving GBA implementation, including the integration of peer interaction, metalinguistic instruction, and self-assessment tools to enhance student-centered learning. Future research should explore how teachers mediate these materials in classroom contexts and how students engage with genre-based instruction in practice.
How Beliefs and Performance Influence Professional Identity Formation: Insight from Indonesian ELT Graduate Student Sintia Marlina Urbaq; Ngadiso; Dewi Rochsantiningsih
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2237

Abstract

Master's programs present a unique challenge to professional identity development. Students concurrently engage in academic pursuits, research activities, and frequently part-time employment. This confluence of responsibilities creates a dynamic environment where role conflict can disrupt the clarity and coherence of their developing professional identity. The purpose of this research was to explore the development of professional identity among Master's students, focusing on the interplay between their beliefs about their identity image and their actual performance in identity development activities. This study explored two key aspects of ELT graduate student development: How do ELT graduate students envision themselves as future educators? and What strategies do ELT graduate students employ to develop their professional competence? This study utilized a qualitative approach to amplify the data derived from participants' own words through in-depth descriptions of their experiences. The data for this study was ELT graduate students who actively pursued master's programs. Moreover, the researchers s used interactive model analysis to analyze the data. This study revealed two key findings related to the research question: 1) Students envision themselves as effective teacher: 2) Professional identity development through academic and non-academic activities. This study implies that PID is a continuous process requiring ongoing learning and growth. ELT graduate students should actively engage in professional development and utilize structured self-reflection (e.g., journals, portfolios) to identify strengths and weaknesses.
Digital Native Generation: Teachers' Challenges in Building National Character in the Digital Era Pipit Widiatmaka; Muhammad Hendri Nuryadi; Dewi Rochsantiningsih; Gunarhadi
Cakrawala: Jurnal Pendidikan Vol 19 No 1 (2025)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v19i1.516

Abstract

The purpose of this study is to investigate the strategies teachers use to foster nationalism in the digital native generation, as well as the challenges they face in fostering nationalism in this generation. This research uses a qualitative approach and a type of literature research. The data collection technique with document study and data analysis used is content analysis. The strategy to build the character of the native generation nationalism in the digital era is that teachers must be able to master their competencies as educators, prepare effective learning tools, and be able to implement a variety of learning methods and be able to utilize digital-based learning media. Teachers in building the character of nationalism in the digital native generation have several obstacles, especially there are still many teachers who have not been able to master some competencies as an educator (pedagogic and personality). In addition, they have also not been able to implement varied learning methods and have not been maximized in utilizing digital-based learning media.
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