Articles
<![CDATA[Three Attitudes of a Reflective Teacher ]]>
<![CDATA[Nurfaidah, Sitti]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Lembaga Penelitian Unswagati Cirebon Indonesia ]]>
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<![CDATA[Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachersâ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This studyâs implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility]]>
<![CDATA[LEVELS OF REFLECTION IN EFL PRE-SERVICE TEACHERS’ TEACHING JOURNAL ]]>
<![CDATA[Nurfaidah, Sitti]]>;
<![CDATA[Lengkanawati, Nenden Sri]]>;
<![CDATA[Sukyadi, Didi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v7i1.6861
<![CDATA[This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers’ level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.]]>
<![CDATA[Vygotsky’s Legacy on Teaching and Learning Writing as Social Process ]]>
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v4i2.1038
<![CDATA[Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.]]>
<![CDATA[CONVERSATION ANALYSIS : A REPORT ON MINI RESEARCH ]]>
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 1, No 1 (2015) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v1i1.378
<![CDATA[This article demonstrates several aspects of the conversation analytic approach asrevealed from the transcribed data. Through Conversation Analysis (CA), it isrevealed that preference organization, another aspect of sequence organization,does occur in the communication. Moreover, CA shows the constitution of themeaning of utterances through sequential reasoning. CA also illustrates that themethods by which participants make sense of their talk may be (re-)specified and(re-)negotiated in the course of interaction.Keywords: conversation analysis, turn-taking, adjacency pairs, preferred response,dispreferred response]]>
<![CDATA[Students’ Metalinguistic Awareness in L2 Writing: The Case of Grammarly-Mediated Feedback ]]>
<![CDATA[Muthiah Hidayatun]]>;
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Isna Humaera]]>;
<![CDATA[Muragmi Gazaly]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 14 Nomor 2 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdbwv14i2.1986
<![CDATA[This case study aims to explore students’ perceptions of their metalinguistic awareness in L2 writing mediated by Grammarly as online feedback tool. Data garnered from twenty participants’ questionnaire and reflection were analyzed. The findings reveal that the participants perceive the online feedback tool facilitates their drafting process in terms of grammatical awareness. In other words, the online grammar checker could be help to raise their metalinguistic awareness in L2 writing. This study implies that language teacher and teacher educator could utilize this online tool in learning and teaching process in order to raise learners’ metalinguistic awareness as well as learner autonomy.Keywords:Grammarly; L2 writing; metalinguistic awareness; online feedback tool]]>
<![CDATA[Focused Written Corrective Feedback: EFL Students’ Engagement in Online Asynchronous Platform ]]>
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 14 Nomor 2 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdbwv14i2.3729
<![CDATA[This study is intended to investigate the students’ engagement on teacher’s focused written corrective feedback (FWCF) on their writing in online asynchronous platform. Data gathered from students’ written drafts and reflective journal were analyzed using Ferris’ (2012) FWCF framework as well as sociocultural and activity framework in the online instructional setting. The findings of the study indicate that the students’ cognitive, behavioral, and affective engagement in online asynchronous platform with FWCF portray their learning beliefs as they are exposed to written feedback. Students engagement with online FWCF reveal that such online platform feedback helps students check their progress without time and place boundary. Such feedback also facilitates them to do self-revision because the feedback raises their awareness of their mistakes leading them into more autonomous learners. Moreover, the online platform is considered to be effective due to its mobility. Students’ only complaint is when they are encountered with limited data usage and network around campus.Keywords:Asynchronous; EFL writing; online platform; focused written corrective feedback]]>
<![CDATA[Penguatan Rumah Jurnal di Pendidikan Tinggi ]]>
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Mursalaat Mursalaat]]>;
<![CDATA[Tomi Irawan Patra]]>;
<![CDATA[Rani Chahyani]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 13 Nomor 2 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdbwv13i2.3750
<![CDATA[The purpose of this research is to strengthen the management of rumah jurnal and the ability to manage scientific periodicals in managing e-journals in the scope of higher education, the availability of human resources in the field of sustainable e-journal management, the availability of articles ready for publishing in journals, which in ultimately leads the quality of e-journal publications meeting the standards of accreditation. Through an empowerment and development program, this research shows that there are several strategies carried out by rumah jurnal managers to empower the management capacity, i.e. improving the management of open journal system (OJS), increasing the capacity of e-journal managers, providing articles ready to be published, strengthening and improving the full circulation of OJS in the journal publishing process, and improving the journal so that it is ready for accreditation process.Keywords: Accreditation; empowerment; higher education; publication; rumah jurnal]]>
<![CDATA[DESKRIPSI KEMAMPUAN STATISTIKA DESKRIPTIF MAHASISWA TADRIS BAHASA INGGRIS IAIN KENDARI ]]>
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Tandri Patih]]>;
<![CDATA[Nur Aini]]>
<![CDATA[ Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 11 No 2, Juli-Desember 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/atdb.v0i0.982
<![CDATA[Penelitian ini bertujuan untuk mengetahui dan mengkaji secara deskriptif kemampuan statistika deskriptif mahasiswa Tadris Bahasa Inggris IAIN Kendari berdasarkan asal sekolah dan jenis kelamin. Kemampuan statistika deskriptif yang diamati meliputi kemampuan memahami dan menjelaskan pengertian dan jenis-jenis data; menjelaskan dan menggunakan Teknik pengambilan sampel; membuat tabel distribusi frekuensi dan grafiknya; menentukan ukuran pemusatan, ukuran letak, ukuran penyimpangan data; serta kemampuan membaca dan menginterpretasikan data yang disajikan dalam bentuk tabel. Hasil analisis kemampuan statistika deskriptif mahasiswa, menunjukkan bahwa rata-rata mahasiswa tadris Bahasa Inggris IAIN Kendari Semester IV Tahun Ajaran 2017/2018 memiliki kemampuan yang tinggi pada aspek kemampuan membuat tabel distribusi frekuensi dan grafiknya serta kemampuan menentukan ukuran pemusatan, yakni menentukan nilai rata-rata, median dan modus baik untuk data tunggal maupun data berkelompok. Sedangkan kemampuan terendah yang diperoleh mahasiswa Tadris Bahasa Inggris yakni pada aspek kemampuan menjelaskan dan menggunakan teknik pengambilan sampel. Dilihat dari variabel jenis kelamin, mahasiswa laki-laki sama sekali tidak dapat menyelesaikan masalah yang berkaitan dengan teknik pengambilan sampel. Sedangkan jika dilihat dari variabel asal sekolah, hanya mahasiswa yang berasal dari MAS dan SMAN saja yang dapat menyelesaikan masalah yang berkaitan dengan teknik pengambilan sampel.Kata kunci: Kemampuan Statistika Deskriptif; Jenis Kelamin; Asal Sekolah]]>
<![CDATA[“Saya Takut Tidak Bisa Jadi Guru yang Baik”: Refleksi Kecemasan Mengajar Mahasiswa Calon Guru ]]>
<![CDATA[Sitti Nurfaidah]]>
<![CDATA[ Al-Izzah: Jurnal Hasil-Hasil Penelitian Vol 13, No.2, November 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kendari ]]>
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DOI: 10.31332/ai.v13i2.1073
<![CDATA[This case study aims to examine and discuss preservice teachers’ anxiety in facing real classrooms during their field teaching program. This study was exploratory and interpretive in nature. Data were collected from ten student teachers’ reflective teaching journal and in-depth interview. The participants were assigned to teach Islamic Religious subject at one of high schools at Kota Kendari. Results of the study indicate that the participants’ anxiety was overwhelmed at their first day at the school. Their nervousness, however, was gradually reduced as the program went on when they were involved in school observation and administrative tasks at the first two weeks. Upon teaching the real classroom for the first time, they were filled with more apprehension; the fear of not being able to deliver material well and not being able to be a good teacher were amongst their worries. This preliminary study implies the need for further and comprehensive empirical study on psychological factors the student teachers might encounter during their field teaching program and how this concern is accommodated by the teacher education program.]]>
<![CDATA[EFL Students’ Perceptions of The Benefits of Project-Based Learning in Translation Class ]]>
<![CDATA[Diah Astuti]]>;
<![CDATA[Suhartini Syukri]]>;
<![CDATA[Sitti Nurfaidah]]>;
<![CDATA[Dewi Atikah]]>
<![CDATA[ International Journal of Transdisciplinary Knowledge Vol 2, No 1, July 2021 ]]>
Publisher : <![CDATA[IAIN Kendari ]]>
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DOI: 10.31332/ijtk.v2i1.3
<![CDATA[This study aims to describe students’ perceptions of the benefits of project-based learning in translation class. The project focuses on the students’ perceptions and the benefits of translation project. The research method uses a qualitative approach with descriptive data analysis technique. The participants of this study consist of 25 university students. The qualitative data were analyzed by questionnaire and students’ reflection adopted from Siregar (2018). The results of the research revealed that the students’ responded positively to the benefits of PBL in Translation Class. It further shows that the project-based learning model can train creative thinking, collaboration, English skills improvement, and challenging hence it is suitable to be applied in Translation class]]>
