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All Journal BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia Journal of English Language Studies Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) English Language and Literature International Conference (ELLiC) Proceedings Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Getsempena English Education Journal Stairs: English Language Education Journal
Darmahusni
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Use of Grammarly in the Academic Writing of Undergraduate Students: Advantages, Weaknesses, and Challenges (Systematic Review) Dwi Astuti; Darmahusni Darmahusni; Sri Sumarni; Muchlas Suseno
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The fact that "Grammarly" is one of the available online grammar checkers has had a quick influence on technological development. The purpose of this study was to examine the benefits, drawbacks, and difficulties of utilizing Grammarly in an academic writing course. This study used qualitative library research. The data was collected from 10 relevant articles on Google Scholar with the keyword "Grammarly, Academic Writing, and undergraduate students". The main issues addressed in this study were the benefits, weaknesses, and challenges of Grammarly in the period from 2019 to 2023 The result showed that there were six categories of advantages in using Grammarly, they were to check correctness, clarity, engagement, delivery, plagiarism, and convenience. On the contrary, the weaknesses of Grammarly were it could not be accessed without an internet connection; it needed stability of electricity and an internet connection, it needed high-speed internet connectivity to access the complete feature; it was ineffective to use Grammarly in another connected platform; it was incomplete service of free version, while it needed to pay to access the premium one; and it could not identify some proer noun.  In conclusion, applying Grammarly is recommended because it enhanced students’ writing skills for students at university, especially in Academic Writing Course.
Eighth Graders’ Communication Strategies in English Classroom Activities at SMP Negeri 3 Kalibening Adityas Purwaningsih; Darmahusni
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.7

Abstract

This study aimed to investigate the eighth graders’ communication strategies in English classroom activities at SMP Negeri 3 Kalibening. This research conducted a qualitative approach with a descriptive method. The observational data were collected by using a video and audio recorder, observational sheet, and triangulated by structured interview. The data analysis procedures consisted of data reduction, data display, and conclusion drawing and verification by Miles & Huberman’s (1994) framework. The Communication Strategies (CSs) taxonomy proposed by Celce-Murcia et al. (1995) was used as references to identify and classify types of CSs. The analysis revealed that the learners employed 5 types of CSs: avoidance or reduction strategy, achievement or compensatory strategy, stalling or time gaining strategy, self-monitoring strategy, and interactional strategy, with 11 sub-types of those categories in classroom discussion, group discussion, and group presentation activities. The findings also showed that the learners employed CSs to compensate for their linguistics problems and keep the communication going while participating in English classroom activities. This research made a valuable contribution in introducing communication strategies and increasing students' awareness to use English in real-life situations.
ANALYZING CRITICAL THINKING IN ENGLISH READING MATERIALS USING CAMBRIDGE LIFE COMPETENCIES FRAMEWORK mardhiyatu zakiyah; Sri Sumarni; Darmahusni Darmahusni
ELTIN Journal Vol 11 No 2 (2023): VOLUME 11, ISSUE 2, OCTOBER 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i2.p117-130

Abstract

The research intended to analyze English reading materials in terms of critical thinking skills aspect utilizing Cambridge Life Competencies Framework for critical thinking. This research employed a content analysis study in two coursebooks. The method used to gather the data were content analysis, library research, and need analysis. While, to analyze textual data and find the most appropriate data set, the researchers employed a color-coding technique for themes and ideas. This finding revealed that two English reading textbooks accommodated 8 of the 11 components of critical thinking skills according to the Cambridge Life Competencies Framework. The eight components fall into two main parts: comprehension and analysis of concepts and arguments and evaluation of ideas and claims. However, the three components of critical thinking skills which are in one core area, namely: solving problems and making decisions have not been accommodated in all English reading materials. Thus, the study recommends that the development of English reading materials in relation to critical thinking skills that refer to Cambridge Life Competencies framework needs to be carried out so that learners are capable of thinking clearly and logically about what they desire and what they feel is the best course of action for learning reading.   Keywords: Cambridge Life Competencies Framework, Critical Thinking Skills, English Reading Materials, Seventh Graders.
Metacognition Perceived in the Education and English Language Education : A Systematic Literature Review Bernadeta Setyaningsih; Sri Sumarni2; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Metacognition as a process of thinking is essential in all areas of education and life since it requires thought on one's current position, future goals, workable solutions, and outcomes. This study aimed to investigate how metacognition was perceived in Education and English Language Education. A systematic review was conducted to explore studies presenting the perceived metacognition in both areas. Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 standards were applied to ensure the systematic analysis of the selected papers. From two databases, Publish or Perish and Google Scholar a total of 11 peer-reviewed journal publications from the years 2018 to 2023 were accessed. From the articles reviewed, the concept of metacognition was perceived as ‘understanding one's thinking; ‘awareness of own thinking’; ‘thinking about thinking’; ‘self-regulation of own thinking’; ‘awareness and understanding of own thinking’ in education; while in English Language Education, it was perceived as metacognitive knowledge; metacognitive awareness; metacognitive experiences; metacognitive strategies; cognition and others (self-regulation, autonomous learning, higher-order skills, executive skills, metacomponents, metamemory). In addition to attempting to investigate how metacognition was regarded, this study suggested educators who need to redesign relevant knowledge, skills, and character qualities for the twenty-first century learning, they have to facilitate students engage in self-reflection, learn about their learning, use prospective actions and techniques that assist transferring competences across disciplines, and learn how to change their learning and behavior based on their goals.
Addressing Needs and Challenges of Life and Career-skills in English Learning Material: A Systematic Review Abid Hakiki; Sri Sumarni; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Current issues in education have led English learning materials to incorporate 21st century skills, including life and career-skill. This study aimed to investigate the availability of life and career skills in English learning material and to address needs and challenges of the incorporation of life and career skills. A systematic review was employed to analyse studies that presented the incorporation of life and career skills in English learning material. To ensure the selected articles are thoroughly analysed, PRISMA (referred Reporting Items for Systematic review and Meta-Analyses) 2020 guidelines were utilized. A total of 15 peer-reviewed journal articles published between 2013 to 2023 were retrieved from two databases: Google Scholar and ERIC. The findings showed that life and career skills have been incorporated but somehow insufficient and need to be developed. In addition, the findings revealed that life and career skills in English learning material was highly needed because of these reasons: 1) the lack of life skill-based learning material; 2) the gap between the skills possessed and skills required; 3) the students need to compete globally; 4) the students need to train their critical thinking, collaboration and communication skill; 5) the needs of teachers’ role. Meanwhile, the findings revealed the challenges such as: 1) the limitation of time and resources 2) The difficulty to integrate all skills in the learning material; 3) The material is somehow inadequate and insufficient; 4) The English material cannot be applied to wider area; 5) Some material are difficult to understand. In conclusion, the findings provide the important insight into developing life and career-skills English learning material in Indonesia. The challenges found can be used to overcome the problem while developing English learning material.
Skill-based English Language Teaching Programs’ Issues and Merits in Higher Education: A Systematic Literature Review Febriyanti Utami; Sri Sumarni; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Skill-based English language teaching (ELT) programs offer various learning opportunities for learners to master the skills in using the language. However, research on the challenges of such programs is still scarce in literature. Therefore, this study was aimed to examine recent research articles on the implementation of skill-based ELT programs in higher education in terms of the types of skills featured in the programs, the issues, and the merits of the programs. The study employed a systematic literature review. The reviewed articles were retrieved from 2014 to 2022 using digital paper search tools and filtered systematically using exclusion and inclusion criteria. A total of twenty-five manuscripts were included and analysed under the three key points: types of skills featured in the ELT programs, issues related to the implementation of skill-based ELT programs, and merits of the programs. The results showed that the majority of studies covered multiple skills, with only seven studies reporting one skill taught in the programs. Interestingly, there were only six studies which reported the issues of the programs, while twenty reviewed articles discussed the merits. The issues revealed from the study were categorised into those related to students, teachers, and course materials; some of which were specified as materials in the syllabuses and diverse students’ backgrounds. The study found out that the advantages of using skill-based approach in ELT outweighed the drawbacks since it could help students develop skills more accurately, deepen knowledge, improve technology literacy, accommodate their needs, and enjoy the lessons. With this study, a further investigation on the development of the program design is suggested, particularly in designing skill-based programs which enable learners to use the learned skills and knowledge in real-life situations.
Co-Authors Abid Hakiki Aceng Rahmat Adityas Purwaningsih Agnesia, Floren Annisaa Eka Warliati Bernadeta Setyaningsih Dian Palupi Dinda Kamila Chaidir Dwi Astuti Febriyanti Utami Feira Fajar Kariena Ghyarlina Triyani mardhiyatu zakiyah Muchlas Suseno Muhamad Aziz Muslim Nurul Hayati Ratna Dewanti rinawati pelawi SITI DRIVOKA SULISTYANINGRUM Sri Sumarni Tri Septiarini Wahyu Pambayuningsih Yumna Rasyid Zainal Rafli, Zainal