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All Journal ELT Worldwide: Journal of English Language Teaching EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JET (Journal of English Teaching) Adi Buana English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language Teaching and Linguistics Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Karunia Eka Nafilatul Janah
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Other

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Investigating the Implementation of Classroom Assessment by Novice English Teachers Karunia Eka Nafilatul Janah; Syafi’ul Anam
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.3883

Abstract

Classroom assessment plays an important role in the success of English language teaching and learning in the classroom. Besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. Some previous studies have proven that Indonesian novice teachers of English faced various challenges related to the real field of teaching that assessment is one of the challenges. Regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students’ English skills including its challenges and opportunities faced by novice English teachers. This research employed an open-ended questionnaire involving four female novice English teachers who have less than three years of teaching experience when this research is conducted. The results show that most of the novice English teachers implemented achievement tests that are often summative and used various tasks for assessing their students’ English skills. However, some of the novice English teachers could not answer the questions related to their practices of the assessment principles. Furthermore, the novice English teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. Lastly, one of the novice English teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students’ learning progress, but also can know the weakness of the teaching.
Exploring EFL Students’ English Reading Habits: Reading beyond Classroom Practice Karunia Eka Nafilatul Janah; Mohammad Adnan Latief; Sri Andreani
JET ADI BUANA Vol 6 No 01 (2021): Volume 6 Number 01 April 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n01.2021.2967

Abstract

Some previous studies have proven that having good reading habits is important for students. Regarding the importance of having good reading habits, it is essential that students who learn English as Foreign Language (EFL) to develop good English reading habits. If EFL students have good English reading habits, it will be much easier for them to receive language inputs and produce some language outputs after reading. The study is intended to investigate whether EFL students have good English reading habits as the fact that it is important for EFL students to develop good English reading habits. It covers the students’ general attitudes toward reading, the students’ amount of practice for reading English books, types of English materials the students read, topics of English texts the students read, number of English books the students read, the students’ purposes in reading English materials, and the students’ beliefs of English reading habits. This study uses descriptive research survey involving 154 EFL students of a state university in Malang, East Java, Indonesia. The results show that EFL students have developed good English reading habits, but they still need improvement in the frequency of reading practice and the number of books read. Besides, they have positive attitudes toward reading, various kinds of English reading texts and topics to read, various reading purposes, and positive beliefs toward English reading habits. However, it is found that some respondents have difficulties to give fast responses in answering the questions through the questionnaire platform used. Therefore, some suggestions are also given as the recommendations for future researchers related to this field of study.
REVIEWING THE USE OF TELEVISION SHOWS FOR LEARNING AND TEACHING OF ENGLISH LANGUAGE AND LITERATURE: POTENTIALS AND LIMITATIONS Karunia Eka Nafilatul Janah
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

As technology innovation grows rapidly, teaching media related to the use of technology for English learning and teaching are also more varied. One of teaching media related to the use of technology is using television shows for learning and teaching. This paper aims to review the use of television shows for learning and teaching of English language and literature. Besides, this paper also discusses the potentials and limitations of using television shows for language learning and teaching. There are some activities using the television shows, such as asking the students to describe elements of literature in the television shows, explain the language features that probably appear in the television shows, and many others. Furthermore, the students’ listening and writing skills can be improved through those activities. Students can also be taught cultural aspects of the television shows. The good impacts of using television shows are improving children’s ability to recall story plots, crucial details, and abstract problem-solving skills, affecting students’ higher grades in English, mathematics, and science, increasing students’ leisure-time for reading books, and improving students’ academic performance and self-esteem. The limitation of using television shows for language learning and teaching can be found in the difficulty of finding the television shows that use English. Then, related to cultural contents, English teachers have to make sure that the television shows have appropriate scenes to watch. Lastly, using television shows for learning and teaching needs more preparation and special assistance. Therefore, teachers have to be careful in utilizing television shows for language learning and teaching so that the limitations can be minimized and the potentials can be increased.
Graduate Students’ Perceptions and Practices on the Use of ICT for Promoting Learning Autonomy Karunia Eka Nafilatul Janah; Pratiwi Retnaningdyah; Ali Mustofa
ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i1.27294

Abstract

Some previous studies have proven that the use of ICT for learning gives some benefits as well as challenges for promoting learning autonomy. Thus, this research is aimed at investigating graduate students’ perceptions and practices on the use of ICT for promoting learning autonomy during the Covid-19 pandemic as well as the opportunities and challenges. This research employed a case study of qualitative research design involving ten graduate students of a state university in Surabaya. The data of this research is collected through an online questionnaire. This research revealed that all graduate students involved in this research have been familiar with the term ‘ICT’ and ‘learning autonomy’ in general. Furthermore, they have positive perceptions on the use of ICT for promoting learning autonomy during the Covid-19 pandemic. In addition, the technologies and applications that they utilize during the Covid-19 pandemic are Google apps, LMS (Learning Management System), Reference Management Software (RMS), electronic devices, etc. Then, they also experience some opportunities which are getting to know applications, websites, and tools to support their learning, providing up to date materials, articles, information, and resources or references for their learning, and helping them to communicate or interact with their teachers and classmates. Finally, the challenges that they experience are internet connection problem, unnecessary or unclear information & irrelevant contents that make them unfocused or distracted, and problem in operating the applications or devices.
Using ADDIE model to develop learning materials of the test of English proficiency in Edmodo Fatma Rahayu Nita; Fitri Rahmawati Astiandani; Agnes Lintangsasi Wicaksono; Karunia Eka Nafilatul Janah
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 1 (2022): July, 2022
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v7i1.7036

Abstract

The preliminary analysis found that most of the students encountered several difficulties in achieving the target score of the Test of English Proficiency (TEP), such as low motivation and lack of vocabulary. Thus, this study attempts to develop the appropriate learning materials of the TEP preparation course for English Department students through Edmodo as the Learning Management System (LMS). Through the Research and Development method and employed the ADDIE model, 15 (fifteen) English Department students were involved as the research subject. Various procedures used in the ADDIE are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The results show that the students perceived positive perception towards TEP learning materials, the content of the materials, and Edmodo as the LMS for the TEP preparation course. Finally, some suggestions are also given for further researchers: providing tutorials and creating a more colourful design. DOI: 10.26905/enjourme.v7i1.7036
The Stylistics Elements of Figurative Language in Snow White and the Huntsman Movie and the Implications toward EFL Teaching Karunia Eka Nafilatul Janah; Pratiwi Retnaningdyah; Ali Mustofa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.840

Abstract

Several previous studies have proven that the stylistics elements of figurative language were found in many literary works. Besides, it is essential for the students to develop literary competence, such as the ability to analyze the elements of figurative language. Hence, this research is aimed at investigating the stylistics elements of figurative language in a movie entitled Snow White and the Huntsman as well as the implications toward English as a foreign language (EFL) teaching. The stylistics elements of figurative language in this research focused on Epizeuxis, Parallelism, Prolepsis, Simile, and Chiasmus. This research applied qualitative design of research, while the data collecting technique is documentation as the movie is used to gather the data. Then, the data were analyzed using stylistics elements of figurative language theory, which are Epizeuxis, Simile, Prolepsis, Parallelism, and Chiasmus. The results revealed that there were 26 stylistics elements of figurative language in the movie consisting of 15 Epizeuxis, 5 Prolepsis, 4 Simile, and 2 Chiasmus. Furthermore, the results also found out that the stylistics elements of figurative language have some useful implications toward EFL teaching so that the teachers can implement some stylistics elements of figurative language in the classroom through some activities for teaching and learning. Finally, future researchers who want to conduct a research that is similar to this field of research are highly encouraged to analyze more stylistics elements of figurative language, so that the results of the research can reveal more various results
Digital Extensive Reading in Indonesia: A Critical Review Karunia Eka Nafilatul Janah; Pratiwi Retnaningdyah; Ali Mustofa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.918

Abstract

Several previous studies have revealed that extensive reading is essential for supporting the success of EFL students’ language learning. Due to the advancement of technology that has entered the language classroom, the implementation of extensive reading programs in Indonesia has shifted to digital extensive reading, where both EFL students and teachers utilize digital materials or tools through various applications or online platforms. Hence, this paper aims to critically review digital extensive reading in Indonesia to provide an overview or information regarding the implementation of digital extensive reading in Indonesia. Following George’s (2008) Literature Reviews model, twelve articles related to digital extensive reading in Indonesia that were published from 2019 to 2022 in reputable national journals were critically reviewed. It was revealed that the digital extensive reading in Indonesia was implemented variously through several digital or online platforms for extensive reading, such as Let’s Read! application, Blogging, Mobile-Assisted, Xreading, Wattpad, Webtoon, and other various online platforms, such as WhatsApp, Zoom, and Google Classroom. Last but not least, it can be concluded that the implementation of digital extensive reading through those various digital or online platforms has been proven to be useful in supporting the success of EFL students’ digital extensive reading activities as well as the success of EFL students’ language learning.
Co-Authors Agnes Lintangsasi Wicaksono Ali Mustofa Fatma Rahayu Nita Fitri Rahmawati Astiandani Mohammad Adnan Latief Pratiwi Retnaningdyah Sri Andreani Syafi’ul Anam