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All Journal Register Journal Esteem Journal of English Study Programme REGISTER JOURNAL
Arif Suryo Priyatmojo
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Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class Arif Suryo Priyatmojo
Register Journal Vol 5, No 2 (2012): REGISTER
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.173 KB) | DOI: 10.18326/rgt.v5i2.55-74

Abstract

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  
Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class Arif Suryo Priyatmojo
Register Journal Vol 5, No 2 (2012): REGISTER
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v5i2.55-74

Abstract

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  
CONCEPTUALIZING THE ROLE OF KAHOOT! IN ENHANCING FORMATIVE ASSESSMENT PRACTICES IN EFL Yustisio, Armaz; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19355

Abstract

This chapter explores how Kahoot! can be used as a tool for formative assessment in the English as a Foreign Language (EFL) classroom. The chapter uses the key ideas of assessment, feedback and self-regulated learning to see how this platform aligns with the principles of effective teaching. The chapter argues that Kahoot! is great for increasing student motivation and giving teachers quick feedback to adjust their lessons. However, the chapter also highlights key challenges. The platform's feedback is often too simple, it cannot evaluate skills such as speaking or writing, and the focus on speed and competition can hinder deep thinking. To help teachers, the chapter presents a model called ‘Gamified Formative Assessment’ that shows how to use Kahoot!'s strengths while managing its weaknesses. The main conclusion is that Kahoot! is not effective on its own. Its true value depends on how a teacher thoughtfully and strategically uses it as a meaningful part of their overall assessment plan.
A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS Janastasya, Lathifa Khania; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19356

Abstract

This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.
CONCEPTUALIZING THE ROLE OF KAHOOT! IN ENHANCING FORMATIVE ASSESSMENT PRACTICES IN EFL Yustisio, Armaz; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19355

Abstract

This chapter explores how Kahoot! can be used as a tool for formative assessment in the English as a Foreign Language (EFL) classroom. The chapter uses the key ideas of assessment, feedback and self-regulated learning to see how this platform aligns with the principles of effective teaching. The chapter argues that Kahoot! is great for increasing student motivation and giving teachers quick feedback to adjust their lessons. However, the chapter also highlights key challenges. The platform's feedback is often too simple, it cannot evaluate skills such as speaking or writing, and the focus on speed and competition can hinder deep thinking. To help teachers, the chapter presents a model called ‘Gamified Formative Assessment’ that shows how to use Kahoot!'s strengths while managing its weaknesses. The main conclusion is that Kahoot! is not effective on its own. Its true value depends on how a teacher thoughtfully and strategically uses it as a meaningful part of their overall assessment plan.
A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS Janastasya, Lathifa Khania; Arif Suryo Priyatmojo
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19356

Abstract

This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.
Co-Authors Janastasya, Lathifa Khania Yustisio, Armaz