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All Journal Indonesian Journal of Applied Linguistics (IJAL) EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English ELT in Focus The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) UNNES International Conference on ELTLT
Intan Satriani
Program Studi Pendidikan Bahasa Inggris STKIP Siliwangi
Education Languange, Linguistic, Communication & Media Other

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CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING Satriani, Intan; Emilia, Emi; Gunawan, Handi
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.70

Abstract

Abstract: This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students’ interview and students’ writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011, p. 151). The findings revealed that the teaching writing program was successful to improve students’ recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students’ text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students’ motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing.   Keywords: contextual teaching and learning, teaching writing
Storytelling to teach literacy: The implementation in an EFL classroom Satriani, Intan
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 2 (2021): December, 2021
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i2.6433

Abstract

Storytelling can become a part of literacy practice. It improves children listening skills, increases language appreciation, and more thoughtful organization in their writing. On the point of that, this research aims to find out stages in implementing storytelling in teaching literacy. The research employed a qualitative case study research design. This method was used to investigate the phenomenon which is seen from the participants’ point of view. In line with that definition, this research was conducted to explore how storytelling can develop the literacy ability of second-grade students of junior high school. The data were collected through classroom observations and students’ writing products. The findings obtained that the teaching program which was conducted in seven units was successful to develop students’ literacy ability. Mainly, they showed some improvement in reading comprehension and interest. Besides, they showed their development in writing especially schematic structure, grammar roles, and graphic features.    DOI: 10.26905/enjourme.v6i2.6433
The implementation of Padlet in teaching writing skills of recount text for eighth grade students in Bandung Hidayat, Reby Saharra; Satriani, Intan
ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i2.10935

Abstract

Nowadays, teachers need interesting media to facilitate teaching and learning process in the classroom. So, Padlet is one of media needed in teaching writing skill of recount text. This research aimed at finding out the implementation of Padlet in teaching writing to eight grade students of junior high school in Bandung. This research used case study research design as the methodology. The participants of this research were 33 seventh grade students at one of junior high school in Bandung. This research applied observation sheet as the research instrument. Based on the results obtained, the implementation of writing recount text using Padlet was successful in gaining the students’ involvement in writing recount text, students’ problem solving without teachers’ help and students’ understanding of instructions in each meeting. In conclusion, the implementation of Padlet really supports learning writing skills, especially for recount text.
Exploring undergraduate students’ thesis abstracts: A discourse analysis of thematic progression Satriani, Intan
ELT in Focus Vol. 7 No. 1 (2024): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v7i1.11236

Abstract

The message of the text should convey readers’ attention and understanding. Thematic progression can be one of the ways to bridge readers’ attention and to provide the coherence between main aspects of the text. Then, coherence shows significant point in determining the text’s message comprehend by the readers. This research therefore aims to analyze the thematic progression occurred in abstracts of bachelor’s degree theses. The occurrence of thematic progression is analyzed based on three patterns of Thematic Progression suggested by Eggins (2004). They are theme reiteration, zig-zag pattern, and multiple-theme pattern. Qualitative discourse study which employed thematic development applied in this research. The data were obtained from abstracts written documentation of bachelor degree thesis students. There were 10 abstracts from students of a Private University in Cimahi. The analysis of thematic progression of the clauses shows that theme reiteration emerges as the most applied thematic progression pattern. It can be seen that 82 times (79%) in the students’ abstract are in form of theme reiteration. Then, in applying zig-zag pattern in Thematic Progression are 14 times (13%). The last, multiple-theme pattern appeared as the last choice of Thematic Progression pattern. It emerged in 8 times (8%) out of 104 clauses. To sum up, bachelor’s degree students need to learn more how to combine the Thematic Progression in writing abstract. It is applied to make each sentence coherence and readable to be read. Based on the findings, it is recommended that theme progression analysis can be applied in academic writing class to give control of text organization while writing abstract or other parts of research chapter.
EXAMINING THE USE OF AI TOOLS IN ACADEMIC WRITING: EFFECTS ON THE CRITICAL THINKING SKILLS OF EFL LEARNERS Siska Rizkiani; Angga Maulana; Setya Resmini; Satriani, Intan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v6i2.155

Abstract

This study investigated the integration of AI tools in an EFL writing classroom and their influence on developing students' critical thinking abilities. Using a qualitative case study methodology, the study lasted six weeks and included 25 university-level EFL students. Classroom observations, semi-structured interviews, and writing task analyses were used to gain insight into how AI technologies help students with idea creation, argument formulation, writing refinement, and highlighting potential obstacles. The study found that AI technologies dramatically improved students' abilities to create cohesive arguments, fix language, and incorporate evidence into their writing. Classroom observations revealed improved involvement and cooperation as students discussed suggestions for efficiently using AI technologies. However, overreliance on AI-generated ideas was observed, particularly among less confident authors. Semi-structured interviews found that, while students liked the tools for lowering anxiety and boosting brainstorming, they understood the importance of balancing AI use with autonomous critical thinking. Writing task studies revealed significant gains in logical thinking and coherence across drafts. This study concerns the potential of AI technologies to improve critical thinking in EFL writing while emphasizing the significance of targeted educational interventions. Future studies should examine long-term effects and different settings to improve AI-supported learning environments.
Students' Difficulties in Writing Literature Review Section of Postgraduate Students of Two State Universities in West Java Satriani, Intan; Sakhiyya, Zulfa; Widhiyanto, Widhiyanto; Bahri, Seful
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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

Abstract

It takes a lot of work to write an effective thesis in an academic context in order to graduate. Writing a thesis is a unique genre with its own rules, guidelines, and conventions. In the case of graduate and master degree students, they are not only have to meet the requirements of this genre, but also the language used which different with their first language, in this case is English. Therefore, this study aimed at analyzing difficulties in writing literature review sections of English major master’s thesis written by Indonesian EFL learners. This study applied qualitative descriptive as research method with six interviewees. The results of this study found that there were five difficulties. The difficulties were deciding subtopic of literature review section, finding relevant and reputable journal that support the research, synthesizing skill in completing literature review, formulating pattern or move in writing literature review section, and constructing argument and knowing the function of literature review. Addressing these difficulties requires following actions. They are enhancing training in research methods, better access to academic resources, and providing a guidance book especially in writing literature review.
Co-Authors Angga Maulana Emi Emilia Handi Gunawan Hidayat, Reby Saharra Seful Bahri Setya Resmini Siska Rizkiani W, Widhiyanto zulfa Sakhiyya