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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Journal of English and Education ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian Journal of Disability Studies Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ETERNAL(english, teaching, learning, and Research Journal) Proceeding of International Conference on Art, Language, and Culture IJoLE: International Journal of Language Education Indonesian EFL Journal Loquen: English Studies Journal JET (Journal of English Teaching) Adi Buana Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of Community Empowerment for Health Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Abmas Journal Compound : Improving the Quality of English Education Amaliah: Jurnal Pengabdian Masyarakat ALLURE JOURNAL Studies in English Language and Education TELL - US JOURNAL PASCIDEV: Pasundan Social Science Development
Sri Setyarini
Universitas Pendidikan Indonesia, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES Sri Setyarini
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3857

Abstract

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents
HEAR THEM OUT: CONSTRAINTS ENCOUNTERED BY IELTS STUDENTS IN THE WRITING CLASS Tiara Cita Maharani; Sri Setyarini
Edusentris Vol 6, No 3 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.703 KB) | DOI: 10.17509/edusentris.v6i3.493

Abstract

The purpose in this study is to investigate the problems faced by the students in the IELTS writing class and how the teacher addressed the existing problems. It employed a qualitative narrative inquiry design since the researcher took the role as the teacher in the preparation class. The participants were three senior high school students who enrolled in an IELTS preparation class at one of the private English language learning centres in Bandung. The data were collected through in-depth interviews with the participants, classroom observations including my teaching journal, and the students’ writing. The study revealed that limited vocabulary, difficulties in constructing ideas, insufficient mechanical writing aspects, boredom, exhaustion, anxiety, and language barrier were the challenges encountered by the participants. Moreover, among a number of teaching strategies that I conducted to address the problems, drilling IELTS writing strategies and giving personal feedback to the participants were considered to be the most effective since they gained positive responses from the participants in which they managed to demonstrate improvement on their IELTS writing skills.
Is the forum of disaster risk reduction ready?: Disaster preparedness in a community setting Happy Indah Kusumawati; Sutono Sutono; Sri Setyarini; Bayu Fandhi Achmad; Angela Dwi Hesti Ariningtyas; Istighfarlin Widyanita; Syahirul Alim
Journal of Community Empowerment for Health Vol 4, No 3 (2021)
Publisher : Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jcoemph.65495

Abstract

A community-based forum, Forum Pengurangan Resiko Bencana (FPRB), or Forum of Disaster Risk Reduction was established to accommodate and collaborate with stakeholders to optimize disaster management according to local capacity. However, evaluation of disaster preparedness among FPRB members is rarely done. Therefore, this study aimed to determine the disaster preparedness and level of Basic Life Support (BLS) knowledge among FPRB members in Bantul. A descriptive study was conducted with a cross-sectional design. Participants (n=77) were members of FPRB in Poncosari sub-district, Srandakan district, and Girirejo sub-district, Imogiri district, Bantul Regency. The survey was undertaken using the modified Disaster Preparedness Indonesian Institute of Science (LIPI)-UNESCO 2006 questionnaire and modified BLS American Heart Association (AHA) 2015 questionnaire. Univariate analysis was utilized to analyze data. Overall, the majority (52%) of disaster preparedness levels among FPRB members was categorized as strong level (median = 29). Related to the disaster preparedness aspect, 89% had good disaster knowledge, followed by resource mobilization (75%), urgent plan (60%), and early warning (53%). The median score of BLS knowledge was 5.38 (min-max = 2-9). Most of the participants (56%) had a good level of BLS knowledge. This study highlights that the disaster knowledge aspect is indicated as a highly familiar aspect while the early warning aspect is identified as a low familiar one. This study assists policymakers to develop a strategic plan to promulgate further disaster and first aid training in the community setting.
UNVEILING TEACHER’S METACOGNITION IN PROMOTING EFL YOUNG LEARNERS’ CRITICAL THINKING IN INDONESIA Rahmat Agung Azmi Putra; Sri Setyarini; Yanty Wirza
Edusentris Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v9i2.502

Abstract

The 21st-century education insists students to be ready to face global challenges with some skills, such as collaboration, creativity, critical thinking, and literacy. Despite a multitude of suggestions gained from several studies, the lack of understanding or compromise on the best approach to involve students’ thinking skills is a major concern. Therefore, this paper presents the research findings on teacher’s metacognition in promoting EFL young learners’ critical thinking skills. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data namely classroom observation, interview with the teacher and document analysis. The collected data were analysed by referring to the theory of teachers’ metacognition and critical thinking skills. The findings reveal that the teacher applied three types of metacognitive knowledge, such as person, task, and strategies as identified from her metacognitive strategies, such as planning, monitoring, and evaluating the learning strategies. It is supported by the teacher’s statement who claimed that metacognition plays an important role to promote students ‘critical thinking because it guides herself through what, why, and how the students’ learning based on their needs and characteristics.
English Teachers’ TPACK Level, Factors, and the Impacts in Vocational High School Isti Destiani; Sri Setyarini; Rojab Siti Rodliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 4 No 2 (2022): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v4i2.6725

Abstract

This study is aimed to investigate English teachers’ TPACK level and explore its impact on teaching English to Vocational high school students in Garut. In this mixed-method study, questionnaires, interviews, and observation were used as the instruments for collecting the data. The participants of this study were 50 vocational high school English teachers in Garut. After collecting the data from the questionnaire, this study showed various results for each domain. On average, more than 60% of the participants had a high level of TPACK. And the rest of them had an adequate and low level of TPACK. In addition, based on the interview, factors that influenced the differences in TPACK level among the participants were divided into three aspects: technology, pedagogy, and content knowledge. Factors that influence the technology aspects were facilities, technology mastery, and willingness and curiosity. Meanwhile, factors of pedagogy are influenced by teaching experience and strategy, training, and certification from the government. Whereas, factors of content knowledge are caused by educational background, age, and English knowledge mastery. Thus, English teachers with TPACK levels impact their teaching practices in vocational high schools. Most of them applied technology in the classroom, such as using laptops, projectors, audio and video file, PowerPoint, and digital book. Besides, they also used many teaching strategies with English knowledge mastery in teaching so that their students were more enthusiastic about learning English. This study is expected to benefit the teachers as they derive relevant details for their development and professionalism
Implementing Remote CLIL during the Covid-19 Pandemic: A Teacher’s Voice Sri Setyarini; Vina Nuzulul Fitria; Nissa Khairunnisa; Susilawati Susilawati
Jurnal Pendidikan Bahasa dan Sastra Vol 23, No 1 (2023): APRIL 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v23i1.59871

Abstract

Delivering content and language at the same time is believed to equip students with excellent and balanced competence. The goal of this study is to investigate and describe the implementation of CLIL (Content and Language Integrated Learning) in an English class during the COVID-19 pandemic. A qualitative case study design was employed in this research. The participant in the study is an English teacher at a private junior high school in Cimahi, West Java, Indonesia. The data was collected through observations and in-depth interviews. The findings indicate that CLIL is implemented based on the 4C’s framework (communication, content, cognition, and culture) in all stages of learning activity (pre-while-post activity). Although CLIL is theoretically mentioned to be applied flexibly, the teacher emphasized the particular pattern: communication comes first, followed by content, continued by cognition, and last is culture, with the intention of accommodating and facilitating both students’ cognitive and affective sides, as well as learning engagement and interactivity during remote learning in the pandemic era. Some challenges are also reported to emerge, but the school's support has helped this approach be executed successfully. This study implies that CLIL can provide ideal outcomes when all components of the school work together to be ready to execute it, despite the obstacles that grow in cyberspace that hamper face-to-face learning.
The Self-Regulated Learning Strategies in Vocabulary Learning Using Socrative App Regina Octaviani; Sri Setyarini Setyarini; Rojab Siti Rodliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 5 No 1 (2023): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v5i1.6720

Abstract

Self-Regulated Learning (SRL) strategies has been implemented in psychological learning context. The research regarding the SRL has dynamically spread to some recent issues in the learning process, including the language learning and technology to obtain students’ learning achievement. Therefore, this study hisghlights the English language learning among secondary school students regarding the vocabulary learning achievement through one of the Mobile Apps called Socrative. This study employed a qualitative research to investigate the issue and involved 21 students as participants who were observed and interviewed. The findings figured out that the students implemented two out of fourteen SRL strategies in the EFL vocabulary learning; (1) Seeking assistance and (2) Organization, but the fact revealed that the students did not make an outstanding result based on their work on Socrative regarding to the vocabulary learning.
PROMOTING COMMUNICATION SKILLS AS JOB-READY SKILLS THROUGH PORTFOLIO ASSESSMENT Yanti Nopiyanti Sopandi; Sri Setyarini; Isry Laila Syathroh
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.p139-152

Abstract

Vocational high school graduates need communication skills to be job-ready. This is a global communication tool and a job-ready skill. However, many difficulties still need in acquiring English communication skills as part of vocational high school preparation for employment, such as body language, mental issues, lack of ideas, grammatical mistakes, etc. Thus, effective teaching, learning, and evaluation may address these issues. This research examined how portfolio assessment promotes communication skills and how students react to it. Quasi-experimental research used pre-tests and post-test. However, observation and questionnaires are also employed to underpin the tests’ findings and as additional data for a more comprehensive investigation. The experimental group (30 students) and the control group (28 students) were 58 software engineering majors. Each group received three portfolio assessment-based therapy sessions. This research revealed three main findings. First, 0.000 is lower than 0.05. H0 is refused, whereas Ha is accepted. Second, the experimental group's paired sample t-test score is 14.533, substantially greater than the control group's 6.823. Third, students prioritized emotive over cognitive and behavioral factors. Keywords: communication skills, job-ready skills, portfolio assessment
Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners Ihsan Hikmawan; Ika Lestari Damayanti; Sri Setyarini
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19432

Abstract

Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher’s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students’ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners’ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.
Pendampingan Pengembangan Friendly Child English Learning Material untuk Guru di Sekolah Dasar Widiarini Widiarini; Sri Setyarini; Diani Nurhajati; Dewi Kencanawati; Sulistiyani Sulistiyani; Winda Khoirun Nisak; Fitri Arini
Amaliah: Jurnal Pengabdian Masyarakat Vol 7 No 2 (2023): Agustus 2023
Publisher : LP3M, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/amaliah.v7i2.1010

Abstract

Tidak semua guru yang mengajar bahasa Inggris adalah lulusan pendidikan bahasa Inggris di Kabupaten Blitar. Bahkan, di Kecamatan Srengat, pada tahun 2019 hanya terdapat 6 orang guru bahasa Inggris merupakan lulusan pendidikan bahasa Inggris. Sebagian besar mata pelajaran bahasa Inggris diampu oleh guru kelas lulusan PGSD. Oleh karenaya, materi-materi ajar hanya menggunakan buku penerbit. Skill s yang diajarkan didominasi oleh reading dan writing berdasarkan buku yang ada. Hal tersebut tidak sesuai dengan prinsip pembelajaran pada program Sekolah Ramah Anak (SRA), yang mana pembelajaran harus dilaksanakan sesuai dengan karakteristik siswa, menyenangkan, dan mampu mengembangkan bakat dan minat siswa. Selain itu, guru mengalami kendala dalam mengajar: v ocabulary khususnya pronunciation , speaking untuk siswa SD, terbatasnya media belajar berupa video dan lagu yang sesuai, dan keterbatasan metode mengajar guru yang sesuai dengan perkembangan belajar siswa SD. Untuk mengatasi permasalahan tersebut, perlu upaya pendampingan pengembangan materi ajar ramah anak untuk pembelajaran bahasa Inggris SD. Kegiatan pendampingan dilakukan dengan beberapa kegiatan, seperti: 1) pelatihan pembelajaran ramah anak; 2) pelatihan pembelajaran HOTS; 3) penyusunan peta kompetensi dan capaian pembelajaran bahasa Inggris SD; 4) pendampingan pengembangan materi ajar semester ganjil; dan (5) pendampingan pengembangan materi ajar semester genap. Melalui kegiatan pendampingan ini guru bahasa Inggris secara berkelompok dapat menyusun materi ajar sendiri yang ramah anak dan dicetak sebagai buku ajar yang digunakan secara luas pada SD baik negeri maupun swasta di wilayah Kabupaten Blitar.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Aji Budi Rinekso Angela Dwi Hesti Ariningtyas ASEP SUPARMAN Azharra Aninda Putri Al Farid Azmi Putra, Rahmat Agung Bachrudin Musthafa Balqis Husain Bayu Fandhi Achmad Budi Hermawan Cicih Nuraeni Della Hanifah Nurbaeti Destiani, Isti Dewi Kencanawati Diani Nurhajati Didi Sukyadi Dwi Rukmini Elis Homsini Maolida Fitri Arini Fuad Abdul Hamied Gustine, Gin Gin Happy Indah Kusumawati Hidayat, Raden Aulia Utami Ihsan Hikmawan Ika Lestari Damayanti Ilantri, Yuyun Ima Rahmah Hanifah Islamy, Jiaul Haque Isra F Sianipar Isry Laila Syathroh Issy Yuliasri Isti Destiani Istighfarlin Widyanita Lulu Laela Amalia Mardiyana, Lina Maulana, Cepri Muhammad Handi Gunawan Mujianto, Yanuarius Nadzifa Nur Fadila Naisya Dara Priyanka, Fadhillah Naufal Rangkuti Nenden Sri Lengkanawati Nicke Yunita Moecharam Nissa Khairunnisa Nur Aziza, Maulida Nur Padhilah Ode, Muhamad Acep Purnawarman, Pupung R. Della Kartika Sari, R. Della Kartika Rahmat Agung Azmi Putra Rakhmafithry, Dianty Rangkuti, Naufal Rani Aryanti Rukmana Rd. Della Nuridah Kartika sari A. Regina Octaviani Riwayatiningsih, Rika Rojab Siti Rodliyah Safira, Viera Salsabiela, Alvina Saufika Handayani Sri Harto Sri Harto, Sri Sri Kusuma Ningsih Suherdi, Didi Sukarman, Surya Aulia Sulistiyani Sulistiyani Susilawati Susilawati Susilowaty, Susilowaty Sutono Sutono Syahirul Alim Tiara Cita Maharani Tri Indri Hardini Vanalestari, Adisty Vina Nuzulul Fitria Wati, Erina Wawan Gunawan Widiarini Widiarini Winda Khoirun Nisak Yanti Nopiyanti Sopandi Yanty Wirza Zulhasmi Abasa