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All Journal Nirmana Ilmu Pendidikan Jurnal Visi Ilmu Pendidikan TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT English Review: Journal of English Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JOLLT Journal of Languages and Language Teaching Anglophile Journal Bulletin of Pedagogical Research Studies in English Language and Education
Siusana Kweldju
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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English Department Students Collocation Abilities Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 10, No 1 (1999)
Publisher : TEFLIN

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Abstract

In order to discover how well English Department students knowledge of collocations and how successful the communication strategies students used to hel them supply the expected collocations, 60 subjects were involved in this study. A fill-in-the-blank form test was administered to them to supply the collocates of the given nodes of selected collocations. The result of the analysis indicated that learners had a low mastery of collocations, and collocations need deliberate learning and teaching.
The Neuropsychological Basis of Lexically-based Language Teaching Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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This paper proposes a lexically-based approach for the teaching of English in Indonesia. To develop the approach, neurolinguistic and psycholinguistic research findings for L2 learning are reviewed because this approach has to consider how human mind stores, processes, recognizes and retrieves words. Neurobiologically, the learning of L1 is different from L2. Thus, the lexically-based approach gives more emphasis on chunking, the learning of formulaic phrases, and conscious awareness of learning.
Assisting Reluctant Teachers College Students to Autonomously Appreciate a Novel to Read Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
Publisher : TEFLIN

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Abstract This paper is a report of how to make reluctant teachers col­lege students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students linguistic de­ficiency and their reluctance to read longer texts. The teacher also dis­covered that in spite of their reluctance they were interested in listening to the teachers explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
Guessing as a Word-Solving Strategy: Contributing a Little for Understanding a Text with Unfamiliar Low Frequency Words Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
Publisher : TEFLIN

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Abstract: This paper reports the results of a study that investigated the effectiveness of guessing as a word-solving strategy. Conducted to 32 non-native English language teacher trainees, this study dis­covered that with a vocabulary size of 3526 word families, students were able to recognize high frequency words, but unable to correctly guess the meanings of low frequency ones. In addition, they used inunediate instead of global contexts in their guesses. Consequently, holistic comprehension could not be made. Students were also too confident with their guesses. When they thought that they knew the meaning of a word, they might not know it correctly. This study sug­gests that using dictionaries and contrived learning of vocabulary are crucial for the bredth and the depth of vocabulary. Students also need some training for improving their word guessing strategy.
KEBERWACANAAN VISUAL : MENCERMATI PERAN PEREMPUAN DALAM IKLAN Kweldju, Siusana
Nirmana Vol 3, No 2 (2001): JULY 2001
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/nirmana.3.2.

Abstract

In everyday life%2C we are overwhelmed by visual information. The written information has more limited scope%2C particularly in educational milieu. Visual information is mostly practiced by ads which also exploit women for embellishment resulting in gender bias. Visual discourse needs to studying to educate ourselves in perceiving and interpreting ads at higher level. Abstract in Bahasa Indonesia : Dalam kehidupan sehari-hari informasi visual lebih banyak menerpa kita. Informasi tulis lebih kecil lingkupnya%2C terutama hanya di lingkungan sekolah saja. Informasi visual ini banyak dimanfaatkan oleh iklan%2C dan iklan juga banyak mengeksploitasi perempuan untuk menyemarakkannya%2C sehingga terjadi bias gender. Keberwacanaan visual perlu dipelajari supaya kita lebih cerdas dalam memahami dan menginterpretasi iklan. gender%2C advertisement%2C visual discourse.
Pendidikan Androgini kepada Anak Siusana Kweldju
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 25, No 1 (1998)
Publisher : Universitas Negeri Malang

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The Androgynous Education for Children. The androgynous education is a proposed educational model which fits to transformations that might occur in a society that undergoes changes from a traditional to a modern and industrial one. These changes also affect the existing values, which motivate the increasing needs of androgynous education, like the needs of double income families, educational democratization, nuclear families, which call for new balances. This model can only be put into practice with the parents’, teachers’ and societies’ support. The androgynous educational model can only be a success if there is a belief that everyone has his freedom to pursue one’s career.
Tantangan Masa Depan dan Semangat Restrukturisasi dalam Pendidikan Nasional Siusana Kweldju
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 23, No 1 (1996)
Publisher : Universitas Negeri Malang

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Menghadapi perubahan yang sulit diramalkan pada abad ke-21, negara-negara maju sudah mulai dengan perubahan-perubahan mendasar dalam pendidikannya. Perubahan tidak lagi bersifat reformasi yang lebih sesuai dengan perubahan gelombang pertama dan kedua, tetapi juga restrukturisasi yang pantas bagi perubahan gelombang ketiga. Aspek restrukturisasi yang telah dijalankan melibatkan penjaringan dana, internasionalisme, pendidikan untuk semua, individualisasi pendidikan, pendidikan untuk menciptakan pengetahuan, desentralisasi, dan memanfaatkan teknologi pendidikan dan menekan jumlah guru. Restrukturisasi bukan hal yang mudah dilaksanakan dengan dana terbatas. Namun era pasar bebas tetap menghendaki perubahan dalam praktik pendidikan. Pengerahan dana dari swasta tidak dapat dihindari.
LEXICALLY-BASED LANGUAGE TEACHING: METAPHOR FOR ENHANCING LEARNING Siusana Kweldju
Indonesian JELT Vol 1, No 2 (2005): Indonesian Journal of English Language Teaching Vol. 1 no. 2 October 2005
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.178 KB) | DOI: 10.25170/ijelt.v1i2.104

Abstract

Although metaphor has been ignored, lexically-based language teaching considers metaphor as an important aspect to learn. Learning metaphor helps learners improve their general proficiency in SLA because metaphor is a key to human memory organization, so that it enhances the acquisition of vocabulary, improves comprehension, clarifies ideas, extends thought, and increases attention. As long as meaning is the center of second language learning, metaphorical meaning must also be included because metaphor is pervasive in every day language and thought.  Raising students’ awareness towards metaphor helps develop their metaphorical competence, which is a requirement for native-like proficiency. The importance of metaphor in lexically-based language teaching lends support from, cognitive linguistics the theory of mental lexicon, cognitive linguistics, second language acquisition, and the abundant use of metaphor in daily use. Keywords: lexically-based language teaching, metaphor 
Relationship between Adversity Quotient and English Proficiency at the English Language Teaching Department Agil Abdur Rohim; Siusana Kweldju
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 9: SEPTEMBER 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.415 KB) | DOI: 10.17977/jptpp.v4i9.12745

Abstract

Abstract: This quantitative study examined the role of AQ on English proficiency. The four dimensions of AQ named Control (x1), Ownership (x2), Reach (x3) and Endurance (x4) were independent variables while TOEIC score (y) was dependent variable. The subjects were 77 students of ELT Department. The result showed that AQ had influenced 15.9% (R2 = .159) to TOEIC score. There was significant influence of CORE to TOEIC score simultaneously (F>Ftable=3.44>2.33). Nevertheless, the result of partial regression analysis showed only Control (t>ttable=2.89>1.66) had significantly influenced TOEIC. Thus, this research had statistically proven that AQ provided minor contribution to students’ English Proficiency.Abstrak: Penelitian kuantitatif ini menguji pengaruh Kecerdasan Adversiti terhadap kecakapan berbahasa Inggris. Empat dimensi Kecerdasan Adversiti, yakni kontrol (x1), kepemilikan (x2), pencapaian (x3), dan ketahanan (x4) adalah variabel bebas sementara skor TOEIC adalah variabel terikat. Hasil menunjukkan bahwa Kecerdasan Adversity berpengaruh 15.9% (R2 = .159) terhadap skor TOEIC. Terdapat pengaruh signifikan emapt dimensi Kecerdasan Adversiti terhadap skor TOEIC secara simultan (F>Ftable=3.44>2.33). Namun, hasil regresi parsial menunjukkan hanya kontrol (t>ttable=2.89>1.66) yang memberikan pengaruh signifikan terhadap skor TOEIC. Penelitian ini telah membuktikan secara statistik bahwa Kecerdasan Adversity hanya memberikan kontribusi minor terhadap kecakapan siswa berbahasa Inggris.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Co-Authors Agil Abdur Rohim Andy Mappewali Ardhi Eka Fadilah Bambang Yudi Cahyono Devinta Puspita Ratri Dian Puspa Negara Dyah Fitri Mulati Evynurul Laily Zen Febrianti, Della Francisca Maria Ivone Indri Astutik Jonathans, Peggy Magdalena Rahmi, Dery Singkawati Raisha Nur Anggraini Sahyoni Suhono Suhono, Suhono Syarif, Tengku Intan Suzila Tengku Tjandra, Christina Sandi Yeasy Agustina Sari