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All Journal Journal of Education and Learning (EduLearn) BAHASA DAN SASTRA Jurnal Celtic JURNAL PENDIDIKAN BAHASA DAN SASTRA P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education IJLECR (International Journal of Language Education and Cultural Review) Journal on English as a Foreign Language (JEFL) Journal of English Language Studies LET: Linguistics, Literature and English Teaching Journal Script Journal: Journal of Linguistic and English Teaching UICELL Conference Proceeding BASIS (BAHASA DAN SASTRA INGGRIS) English Language and Literature International Conference (ELLiC) Proceedings ELT-Lectura JEES: Journal of English Educational Study BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Journal of English Education and Teaching (JEET) Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) Scope: Journal of English Language Teaching Indonesian Journal of Religion and Society SAGA: Journal of English Language Teaching and Applied Linguistics English Teaching and Linguistics Journal (ETLiJ) ENGLISH FRANCA : Academic Journal of English Language and Education International Journal of Educational Research and Social Sciences (IJERSC) Journal Of World Science Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Electronic Journal of Education, Social Economics and Technology Asian Journal of Applied Education Stairs: English Language Education Journal Journal of Educational Review and Cultural Studies English Education: English Journal for Teaching and Learning
SITI DRIVOKA SULISTYANINGRUM
Universitas Negeri Jakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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STRATEGI MEMAHAMI TEKS PIDATO BAHASA INGGRIS DENGAN METODE THINK ALOUD PROTOCOLS (TAPs) SULISTYANINGRUM, SITI DRIVOKA
JURNAL PENDIDIKAN BAHASA DAN SASTRA Vol 10, No 2 (2011): JURNAL PENDIDIKAN BAHASA DAN SASTRA
Publisher : JURNAL PENDIDIKAN BAHASA DAN SASTRA

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Abstract

In the process of translating, the translator sometimes has different approaches to acquire the ideal translation. Nevertheless, the initial step and the most natural way for translator, either beginner or expert, to translate is by using the Think Aloud Protocols (TAPs). In this step, we are trying to translate a text or phrase spontaneously based on our knowledge and insight. In general, this study is to gain a better understanding of the psychological and linguistic mechanism involved in the activity of translating. Hence, this study emerges two main questions namely: (1) What kind of the decision making that commonly used in process that the translators commit and (2) In what kind of event that the pauses, hesitation, and the alteration do occurs. This leads to the idea that the study covers the discussion on the kind of decision making that translators commit when translating particular text given and at the same time will strictly focus on the pauses, hesitation, and the alteration when translating it. The research employed descriptive analytical method. The writer began by collecting data based on recording data of target interviewee, in this matter the translator. The classification of the data is based on the mental process made by translator namely: pause, alteration, and hesitation.  The study resulted several finding namely there are 22 or 48% pauses , 12 or 29% alteration, and 8 or 19%hesitations, so there are 25 mental process occurred this ext. Based on the types of target language, the data shows different when it comes to the target text from English to or vice versa. The percentage of alteration from Bahasa to English is higher  (42.73%) than English to Bahasa (31.82%). It indicates that the translator have difficulty to make adequate word or create fluent verbalization. While from English to Bahasa the result shows different. As a matter a fact, the percentage of this target language type for pause shows higher value than English to Bahasa which is 50% or 22 pauses. It indicates that the translator have less trouble to make adequate word or create fluent verbalization. The translator also put very much attention in the quality of the product by always thinking it deep.Keywords: Think Aloud Protocol (TAPs) method, memahami teks, speech.
THE LOGICO-SEMANTIC RELATION OF STUDENTS’ PRESENTATION IN ACCELERATION PROGRAM OF SMA LABSCHOOL JAKARTA Sulistyaningrum, Siti Drivoka; Rasyid, Yumna
INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW Vol 1, No 1 (2015): June 2015
Publisher : PPs UNJ

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Abstract

This study aims at investigating the kinds of taxis and logico-semantic relation of students’ presentation in Acceleration Program of SMA Labschool Jakarta. The meanings represented in clause complexes are analyzed based on the concept of relationship between clauses suggested by Halliday (1994: 373). The analysis of taxis and logico-semantic relation is necessary in order to present a pattern of the complexity of the acceleration students. The observation video was recorded in class K-12 then transcribed and analyzed by means of analysis of clause complexes proposed by Gerot and Wignell (1994: 21). The finding in the study shows that the clause complexity in the acceleration students’ presentation is varied. In the first group consisting 4 female students, almost all kinds of taxis and logico-semantic are relation found in their presentation, except hypotactic extension. In correspondence with the first group, the second group consisting 4 male students, has produced all kinds of relation except locution. From all groups the type of taxis and logico-semantic relation mostly arises is paratactic elaboration. The analysis of meaning reveals that the dominant meaning is addition which appears from extension.
INCORPORATING HIGHER-ORDER THINKING SKILLS IN ENGLISH LESSON PLANS FOR SENIOR HIGH SCHOOL Rosevinda Nabila Putri; Siti Drivoka Sulistyaningrum
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.18330

Abstract

Since high order thinking skill is the most significant skills in the twenty-first century, there has been a lot of interest in it nowadays. Incorporating HOTS in the educational field, particularly in assessment, has been broadly employed. However, there is a lack of lesson plans that incorporates high-order thinking skills. This current study aims to explore the higher order thinking skills in lesson plans, particularly English, at Senior High School in Indonesia. This research employs a content analysis approach. A systematic content descriptive text methodology was used to analyse the data, which was based on Anderson and Krathwohl’s Taxonomy's cognitive levels. The data source of this study are 5 English lesson plans at two Senior High Schools in Jakarta. The result of the study indicates that HOTS levels C4, C5, and C6 are found in lesson plans, learning objectives, and learning activities. The result also reveals that the lesson plan needs further revisions to meet the HOTS standards that have been incorporated into the curriculum and national education strategy.
THE INTEGRATION OF PROBLEM-SOLVING SKILLS IN ENGLISH IN ACADEMIC DISCOURSE SYLLABUS AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Kamavia Prasia Aspastur; Siti Drivoka Sulistyaningrum
LET: Linguistics, Literature and English Teaching Journal Vol 11, No 2 (2021)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v11i2.5198

Abstract

Problem-solving skills have become the essential skill needed in the recent years. However, less attention has been paid to the integration of problem-solving skills in the course syllabus. Hence, this study aims to discover the extent to which problem-solving skills are integrated in the syllabus of “English in Academic Discourse” course and which components of the syllabus integrate problem-solving skills. The 21 words/phrases/sentences that indicate problem-solving skills in the syllabus components of English in Academic Discourse course in English Language Education Study Program were analyzed using problem-solving skills frameworks and indicators obtained from PISA (OECD, 2013), Trilling & Fadel (2009), and Partnership for 21st Century Learning Framework (P21, 2019). Qualitative content analysis is used as the methodology of this study and deductive content analysis by Mayring (2014) is used as the data analysis procedure of this study. The findings of this study show that all of the problem-solving skills indicators–exploration, understanding, representation, solution identification, planning, plan’s execution, monitoring and reflection–are integrated explicitly and implicitly in the course syllabus components. However, only five out of eleven syllabus components–basic information of the course, learning outcomes, course objectives, learning method, and course activities–integrate it.
THE INCORPORATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN THE PRE-SERVICE LEARNING ACTIVITIES IN A TEACHER’S LESSON PLAN Siti Drivoka Sulistyaningrum; Dian Pusparani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p75-87

Abstract

The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords: ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.
THE INCORPORATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN THE PRE-SERVICE LEARNING ACTIVITIES IN A TEACHER’S LESSON PLAN Siti Drivoka Sulistyaningrum; Dian Pusparani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p75-87

Abstract

The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords: ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.
Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
Utilizing Online Paraphrasing Tools to Overcome Students’ Paraphrasing Difficulties in Literature Reviews Siti Drivoka Sulistyaningrum
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.11582

Abstract

One of the prevalence of digital technology in academic writing, particularly in literature reviews, is the use of paraphrasing tools.However, there is a lack of research focusing on overcoming students' paraphrasing difficulties in writing.Using the notion of Schuemann, C., Byrd, P., & Reid. (2006), this paper explores students’ difficulties with paraphrasing and the use of online paraphrasing tools. A descriptive qualitative approach was used to collect data from 30 students enrolled in the Magister's of English Language Education (MELE) study program. Students' responses to two types of questionnaires were used as data sources. The study found that 83percent of the paraphrasing tools were used to rewrite the source text. Then, the most difficulties in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using correct grammar and appropriate vocabulary, and redundant/un-variative words. Furthermore, online paraphrasing tools mainly assist students in using the appropriate parts of speech (3.88) and in selecting appropriate vocabulary (3.79). It can then rewrite the source text using the same idea but a different writing style (3.75), correct grammar (3.67), the appropriate synonym to paraphrase (3.67), and changing the active sentence to the passive voice and vice versa (3.54). It can also change the source text's sentence structure (3.46), use proper tenses in literature reviews (3.38), and use proper discourse markers (3.33). Finally, students of the MELE study program can change the source text. Despite the numerous advantages of online paraphrasing tools, students are unable to read or comprehend text, which is the first step in the paraphrasing process.
DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Muhammad Eka Zuwanda; Sri Sumarni; Siti Drivoka Sulistyaningrum
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2021.22.84

Abstract

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.
THE LEARNING PROCESSES OF SPEAKING SKILLS AT AN ACCELERATION PROGRAM:AN ETHNOGRAPHIC STUDY IN SMA LABSCHOOL JAKARTA Siti Drivoka Sulistyaningrum
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 15 No 2 (2016): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 15 Nomor 2 Juli 2016
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (5697.919 KB) | DOI: 10.21009/BAHTERA.152.09

Abstract

This researchaims to have a comprehensive understanding about the learning processes of the English speaking skill for K-11 students at an acceleration program in SMA Labschool Jakarta.This is a qualitative research with an ethnography method.The data were gathered through document study, observation, recording,field note and depth interview. The result revealed that (1)Syllabus was designed with function, the use and mastering words meaningfully on academic and non academic context. (2)These objectives of speaking skill arestudents are able to master four skills of language on interpersonal and transactional discourse.(3)Learning materials consist of social function, text structure, and language. (4) The activities are project presentation, debate,etc. (5) The strategies are integrated learning, project-based, and problem solving learning. (6) The role of the teacher are as a facilitator and a collaborator. The role of the students as a partner with a teacherand other students. (7)The assessment and evaluation used authentic assessment. (8) The effect of learning speaking skills is a positive to the students. Tujuan peneilitian ini adalah untuk memperoleh pemahaman secara mendalam tentang proses pembelajaran berbicara bahasa Inggris pada siswa kelas 11 pada program akselerasi di SMA Labschool Jakarta. Pendekatan penelitian disertasi ini adalah pendekatan kualitatif dengan menggunakan metode etnografi.Sedangkan pengumpulan data dengan melakukan studi dokumentasi, rekaman video, observasi, catatan lapangan, dan wawancara mendalam yang disesuaikan setting penelitian ini. Temuan penelitian, dapat disimpulkan sebagai berikut : (1)Rancangan silabus didesain pada pemilihan fungsi, penggunaan dan penguasaan makna kata yang bermakna dan berkualitas sesuai dengan konteks komunikasi nyata dalam kehidupan sehari-hari dan konteks akademik. (2)tujuan pembelajaran berbicara bahasa Inggris yaitusiswa dapat menguasai empat keterampilan berbahasa baik dalam wacana interpersonal maupun wacana transaksional.(3) Materi pembelajaran berbasis teks yang berisi fungsi sosial, struktur teks, dan kebahasaan. (4) Kegiatan pembelajaran berupa project presentation, debat,dll. (5) Strategi yang digunakan yakni dengan integrated learning project-based.(6) Peran guru dalam pembelajaran berbicara bahasa Inggris sebagai fasilitator, evaluator, dan kolaborator, sedangkan peran siswa sebagai partner bicara dengan guru dan siswa lain. (7) Penilaian dan evaluasi pembelajaran yang dikembangkan berbasisautentik assessment. (8) Dampak pembelajaran berbicara bahasa Inggris terhadap siswa bersifat positif.
Co-Authors Aliya Izet Begovic Yahya Anjani, Suci Dhea Annisa Oktavyana Asilady, Yuani Atika Herawati Bontisesari Bontisesari Bontisesari Cornelia, Uspessy Shuha Darmahusni Darmahusni Darmahusni Darmahusni Darmahusni, Darmahusni Deirra Ayu Kusmana Kusmana Dharmahutama Dharmahutama Dieni Nurhasanah Dwihastuti Dila Anggita Dwi Astuti Dyah Sulistyaningrum Feira Fajar Kariena Fenty Debora Napitupulu Hapizah, Siti Nurul Herawati, Atika Herry Augustinus Simarmata Ifan Iskandar Ilza Mayuni Irvan Herdian Kamavia Prasia Aspastur Liliana Muliastuti Luthfia Putri Utami Mandalika, Dewinta Muchlas Suseno Muhammad Aziz Muslim Muhammad Eka Zuwanda Nurul Inayah A. M Pasaribu, Gumarpi Rahis Pradicta Nurhuda Purnawati Purnawati Putri, Rizky Syahra Qonitah, Ainul Ramadhanty, Fadhilah Ratna Dewanti Ratna Dewanti Ratna Dewanti Rizdika Mardiana Rizka Patrika Rizal Rizky Syahra Putri Rosevinda Nabila Putri Salmiah, Maryati Siti Hanna Sumedi Situmorang, Rayhan Khairunnisa Sri Sumarni Sri Sumarni Sugeng Irianto Sukarton Sukarton Tikiawati Tikiawati Tikiawati, Tikiawati Trisya Avianka Uzma, Fauziyatul Yudi Wili Tama Yumna Rasyid, Yumna Zannatul Israh