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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Edukasi Universitas Jember Jurnal Pengembangan Pendidikan IJEE (Indonesian Journal of English Education) FKIP e-PROCEEDING LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching and Linguistics EFL Education Journal
Asih Santi Hastuti
Universitas Jember
Aerospace Engineering Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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An Investigation of the First Year Students’ Common Writing Problemsthrough Self Report Paragraph: A Reflection Santihastuti, asih
Jurnal Pengembangan Pendidikan Vol 10, No 1 (2013)
Publisher : Jurnal Pengembangan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.531 KB)

Abstract

Abstrak. penelitian ini bertujuan untuk membahas kesulitan-kesulitanyang dihadapi oleh para mahasiswa semester pertama FKIP Bahasa InggrisUniversitas Jember dalam menulis komposisi bahasa Inggris di dalam kelas.subyek penelitian ini adalah 37 mahasiswa Writing 1. Data diambil dari tugasakhir yang berupa paragraf yang berisi permasalahan mahasiswa yang palingmenyulitkan ketika mereka menulis dalam bahasa Inggris. Hasil penelitian inipula dipakai sebagai refleksi pembelajaran bagi guru selama satu semesterpembelajaran writing 1. Berdasarkan hasil analisa dari paragraph yang ditulismahasiswa didapatkan enam jenis permasalahan paling pokok yang dirasa sangatmenyulitkan bagi mahasiswa ketika menulis bahsa Inggris. Kosakata (vovabulary),struktur bahasa Inggris (grammar), ide pokok (main idea),  isi (content), organisasi ide (organization),dan permasalahan psikologi penulis (writer’s block) adalah enam hal yang dirasamahasiswa sangat menyulitkan mereka dalam proses menulis. Dengan mengetahuipermasalahan yang dihadapi oleh mahasiswa dapat memberikan input yang sangatberguna bagi guru dalam mempersiapkan materi pembelajaran pada pembelajaranberikutnya sekaligus dapat membantu para mahasiswa meningkatkan kemampuanmenulis mereka. Kata kunci: permasalahan menulis, paragraf,mahasiswa baru, persepsi siswa,
An Investigation of the First Year Students’ Common Writing Problemsthrough Self Report Paragraph: A Reflection Santihastuti, asih
Jurnal Pengembangan Pendidikan Vol 10 No 1 (2013)
Publisher : Jurnal Pengembangan Pendidikan

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

Abstract

Abstrak. penelitian ini bertujuan untuk membahas kesulitan-kesulitanyang dihadapi oleh para mahasiswa semester pertama FKIP Bahasa InggrisUniversitas Jember dalam menulis komposisi bahasa Inggris di dalam kelas.subyek penelitian ini adalah 37 mahasiswa Writing 1. Data diambil dari tugasakhir yang berupa paragraf yang berisi permasalahan mahasiswa yang palingmenyulitkan ketika mereka menulis dalam bahasa Inggris. Hasil penelitian inipula dipakai sebagai refleksi pembelajaran bagi guru selama satu semesterpembelajaran writing 1. Berdasarkan hasil analisa dari paragraph yang ditulismahasiswa didapatkan enam jenis permasalahan paling pokok yang dirasa sangatmenyulitkan bagi mahasiswa ketika menulis bahsa Inggris. Kosakata (vovabulary),struktur bahasa Inggris (grammar), ide pokok (main idea),  isi (content), organisasi ide (organization),dan permasalahan psikologi penulis (writer’s block) adalah enam hal yang dirasamahasiswa sangat menyulitkan mereka dalam proses menulis. Dengan mengetahuipermasalahan yang dihadapi oleh mahasiswa dapat memberikan input yang sangatberguna bagi guru dalam mempersiapkan materi pembelajaran pada pembelajaranberikutnya sekaligus dapat membantu para mahasiswa meningkatkan kemampuanmenulis mereka. Kata kunci: permasalahan menulis, paragraf,mahasiswa baru, persepsi siswa,
EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception Suci, Dewi Nur; Basthomi, Yazid; Mukminatien, Nur; Santihastuti, Asih; Syamdianita, Syamdianita
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.28549

Abstract

This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such findings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.
Grammatical Accuracy using Teacher’s Written Corrective Feedback Solfiyatuzzahro Solfiyatuzzahro; Asih Santihastuti; Erfan Erfan
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 3, No 2 (2019): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.568 KB) | DOI: 10.26858/eralingua.v3i2.9051

Abstract

The purpose of this research was to improve grammatical accuracy on writing descriptive text by using Teacher’s Written Corrective Feedback and to know their perceptions toward the application of the technique in teaching writing. This research design was a classroom action research that was conducted collaboratively with the English teacher. The result of the data analysis revealed that the application of Teacher’s Written Corrective Feedback could improve the tenth grade students’ grammatical accuracy. The improvement of students’ grammatical accuracy could be seen from the percentage of students who got score ≥ 71 increased from 72% in the first cycle to 78% in the second cycle. The students’ accuracy could be seen from the improvement of grammar accuracy in each grammatical aspect. The result showed that students’ grammar score highly improved in present tense and noun/pronoun aspects. Teacher’s Written Corrective Feedback and the procedure used such as additional explanation from teacher and revision process could help the students improve their grammatical accuracy in writing. Besides, students thought Teacher’s Written Corrective Feedback had favorable impact which it was beneficial and meaningful for them to overcome their difficulties in writing and to make them aware of their errors.
The Learning Strategies Used by EFL Students in Learning English dinda hartina mega; Asih Santihastuti; Eka Wahjuningsih
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.1 | 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v6i1.12111

Abstract

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111
Developing ESP Reading Materials by using Authentic Materials for Automotive Students at SMKN 2 Jember Frieda Puspita K.D; I Putu Sukmaantara; Asih Santihastuti
FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Abstract: This research and development was intended to develop ESP reading materials for automotive students by using authentic materials at SMKN 2 Jember. This research used Research and Development (R&D) as the research design which consisted of conducting needs analysis, developing ESP Reading materials, conducting validation, doing revision, administering try out, and finalising the materials adapted by Gall et al., The research subject of this research were automotive students at SMK Negeri 2 Jember. The data was collected by interviewing the English Teacher and giving questionnaires to the students. Based on the result of interviewing the English teacher, it was found that the teacher taught general English like in Senior High School for Vocational students. Actually the vocational students needs English in specific purpose. ESP reading materials can help the students to face their future job. They can understand about their manual books written in English.  .  After the students learnt about ESP Reading Materials, they felt happy because they learnt English related to their major. The result of this research was the ESP Reading materials for automotive students in the form of booklet. Keywords: ESP, Material Development, Research and Development, Reding Materials, Authentic Materials
Students’ Learning Engagement in Writing Class: A Task-Based Learning Nurmalinda Maharani Farizka; Asih Santihastuti; Bambang Suharjito
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

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Abstract

Students’ degree of interest, attention, and curiosity are some indications of students’ learning engagement which are very important to be noted down by every teacher. Knowing what makes students focused on what they are learning or doing in the class will be a great assistance for teacher in creating meaningful activities which at the end promotes their engagement and motivation. This study was intended to find out students’ learning engagement during a writing class which was designed as a task based learning. The students were assigned to some collaborative activities in composing writings. The researcher observed students’ activities especially during the pre and while writing and found out that one reason among others that made students unable to actively engaged at the beginning of the activity was failing to understand the teacher’s instructions. This problem, however, was solved once they understood the tasks clearly and able to enjoy what they were doing in class. In other words, students’ engagement could happen if the activities are meaningful for them.
Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research Eka Duriyatul Muhlisoh; Asih Santihastuti; Eka Wahjuningsih
JETL (Journal of Education, Teaching and Learning) Vol 5, No 2 (2020): Volume 5 Number 2 September 2020
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (428.19 KB) | DOI: 10.26737/jetl.v5i2.1728

Abstract

This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.
Teacher’s Roles and Challenges in Fostering Students’ Learning Autonomy Asih Santihastuti; Fiska Nurrahma Oktavia
EFL Education Journal Vol 10 No 1 (2023): Vol. 10. No. 1 MARCH 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i1.40459

Abstract

This paper identifies the challenges of fostering students’ learning autonomy and teachers’ roles in supporting them. Thirty-one English major students participated in the study conducted in an Extensive Listening class. They were expected to plan their own learning (learning objectives, strategies, activities) and be responsible with their own learning plan. Every student wrote their self-reflection at the end of the activity to describe their experience, feelings, strengths, and weaknesses of the activities to explore areas of improvement. The analysis of the student’s reflections and the teacher’s observation suggested that most students struggled with the pre-listening activity as they could not identify their own learning objectives and strategies and follow the plan they had previously made before the listening activity. Further, this paper will discuss the result of the student’s reflections on the learning activity and how the teacher should deal with that to find the roles of the teacher in supporting learners’ autonomy.
An Evaluation of English Textbook Published by The Ministry of Education And Culture Santihastuti, Asih; Nursalsabilla, Nastiti Kurniasari; Sukmaantara, I Putu
EFL Education Journal Vol. 10 No. 3 (2023): Vol. 10. No. 3 NOVEMBER 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i3.44544

Abstract

This study evaluated the tenth grade students’ English textbook publishedby the Ministry of Education and Culture of the Republic of Indonesia 2016retrospectively. It had purposes to know whether or not the textbook has all thecriteria expected in the adapted version of ELT Textbook Evaluation Checklistproposed by Mukundan and Nimehcisalem (2015); as well as to know how thistextbook can be improved. Three tenth grade English teachers in three differentsenior high schools in Jember were selected as the evaluators to give their opinionabout the content of the textbook. The checklist result was counted to look for theaverage score from each criterion; and the result of the interview was analyzed usinga procedure of analyzing qualitative data adapted from Creswell (2012). The findingsrevealed that this textbook has all the criteria expected in the checklist with the totalaverage score of 2.95 (high usefulness); but there were some improvements neededdealing with suitability to learners, general content, grammar, pronunciation,exercises, reading, methodology, and listening. Therefore, 10 suggestions weregiven by the evaluators to overcome the problems in those criteria.
Co-Authors Bambang Suharjito dinda hartina mega Eka Duriyatul Muhlisoh Eka Wahjuningsih Erfan Erfan Fiska Nurrahma Oktavia Frieda Puspita K.D I Putu Sukmaantara Martages, Ika Fitriani Nur Azizah, Aulia Rahmatika Nur Mukminatien Nurmalinda Maharani Farizka Nursalsabilla, Nastiti Kurniasari Pratiwi, E.S Ramadhan, Gagang Sari, Gita Rosita Solfiyatuzzahro Solfiyatuzzahro Suci, Dewi Nur Sugeng Ariyanto Syamdianita Syamdianita, Syamdianita Yazid Basthomi