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All Journal Humaniora Magister Scientiae Journal of ELT Research Linguistic, English Education and Art (LEEA) Journal Edulitics (Education, Literature, and Linguistics) Journal Berumpun: international journal of social, politics and humanities Jurnal Sastra dan Budaya Dinamika International Journal for Educational and Vocational Studies ACITYA Journal of Teaching & Education Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JournEEL (Journal of English Education and Literature) Jurnal CULTURE (Culture, Language, and Literature Review) Linguistics and Literature Journal Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies) Seminar Nasional Ilmu Terapan
Eka Fadilah
Universitas Widya Kartika
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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COGNITIVE-INTERACTIONIST AND SOCIO-CULTURAL PERSPECTIVE OF CORRECTIVE FEEDBACK: A RESEARCH SYNTHESIS fadilah, eka
Dinamika : Jurnal Sastra dan Budaya Vol 7, No 1 (2019): Dinamika : Jurnal Sastra dan Budaya
Publisher : Faculty of Letters, Dr. Soetomo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.795 KB) | DOI: 10.25139/dinamika.v7i1.1400

Abstract

Abstract This paper aims at synthesizing the utilization of corrective feedback second/foreign language (S/FL) teaching. I schewed on a three-main-tenet of corrective feedback seen from its forms, task instruction, timing, and mediating variables. As such, I encompassed this paper into four subsequent steps: Reviewing and synthesizing, finding the discrepancies, and recommending. First is reviewing and synthesizing. In this step, I collected some papers pertaining to two schools of corrective feedback perspective: cognitive interactionist (e.g., recasts) and socio-cultural (e.g., scaffolded feedback) perspectives. Second is unveiling the discrepancies to resolve. After getting such discrepancies, efforts in resolving are highlighted both in the two types of CF. Later, suggestion and recommendation are elucidated later.Key words: corrective feedback, cognitive-interactionist perspective, socio-cultural perspective
Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach Surasmi, Wuwuh Asrining; Suparti, Suparti; Fadilah, Eka
International Journal for Educational and Vocational Studies Vol 2, No 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.1945

Abstract

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.
Improving Students’ Speaking Ability Using Vlog Media at SMK Negeri 1 Arjasa Ersan, Mohammad; Kurnia, Fabiola D.; Fadilah, Eka
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4271

Abstract

The primary objective of this study was to ascertain the effectiveness of Vlog and students’ perceptions of its implementation in improving students’ speaking abilities in the 11th grade of APHPi at SMKN 1 Arjasa. This study used a classroom action research design with subjects in the eleventh grade of APHPi (Agribusiness Processing of Fishery Products). The instruments used were pre- and post-tests, as well as a questionnaire. The results indicated that students implemented Vlog in speaking class twice a cycle, and that the results indicated that students were more engaged in speaking class and that the majority of students improved their ability to speak well. The study's findings indicated that students’ achievement increased from the start to the end of the second cycle. The initial condition's average was 65.76, and it increased to 80.30 during the final cycle of the investigation.
Increasing Students’ Speaking Ability in Procedure Text by Using Cooperative Learning Siti Rohemah; Fabiola D. Kurnia; Eka Fadilah
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4268

Abstract

It was the primary objective of this classroom action research project to improve students' oral communication skills in procedure text by utilizing cooperative learning. Statistical analysis was performed on the data in this study, using both quantitative and qualitative data. The fluency, performance, and completeness of the students' task are the primary focus of this study. The subjects of the study were students in the ninth grade of Junior High School YAS'A Sumenep, who participated in the study. The score of the students was used as the basis for this investigation. This research employed a two-cycle approach that included planning, implementing, observing, and reflecting. The findings of this study revealed that students were enthusiastic about cooperative learning when it was implemented as a method over a two-cycle period. It can be concluded that cooperative learning increased student speaking ability because 95 percent of the students who passed the Criteria Minimum Score (KKM) achieved success in their scores, and that cooperative learning increased student speaking ability because it increased student speaking ability.
A Study Analysis of Madura Folktale, Megaremeng in the Moral Values for Children Literature at SDIT Al Uswah Pamekasan Ussilah Ussilah; Fabiola D. Kurnia; Eka Fadilah
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4303

Abstract

The purpose of this study was to determine the moral values of Megaremeng of Madura tales in relation to children's attitudes. The descriptive qualitative approach was used in this study. The moral value of Imron Wakhid Harits’ Madura tale Megaremang, written in 2020, is the subject of this study. The findings revealed that Madura Folktales Megaremang, written in 2020 by Imron Wakhid Harits, reflected the moral values of SDIT Al Uswah Pamekasan students in the following ways: First, there were the moral values of education to consider: always helping, perseverance, and responsibility. Second, social education has a value in terms of humanity, concern, and empathy. Third, there was the value of cultural education in terms of mutual cooperation, adherence to rules, and mutual respect. The Megaremang folklore book is recommended as an alternative to literature in elementary schools because it fosters an appreciation for local culture in children, particularly those from the Madura region. Other researchers are encouraged to choose other books that relate to culture from a literary perspective to foster a generation of readers. Knowledge gained from this study may be used by other researchers examining literary works from an extrinsic perspective. 
Problem-Based Learning Approach to Improve Writing Skills for Post Graduate Students Nuurul Qadryanti; Fabiola D. Kurnia; Eka Fadilah
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4270

Abstract

The purpose of this study was to examine the impact of Problem-Based Learning (PBL) on STKIP PGRI Sidoarjo's postgraduate students. The study used a pre-experimental design with a pretest-posttest design, with one group taking both the pretest and the posttest.  Participants in the study were postgraduate students in their third semester (Batch 7) at STKIP PGRI Sidoarjo. The sample, on the other hand, was made up of 20 post-graduate students. The one-group pretest-posttest design allowed for only one intact group, which was chosen because the Problem-Based Learning (PBL) approach was appropriate for post-graduate writing students. This result indicated that the students' writing abilities had improved as a result of their involvement in the PBL. Furthermore, the SPSS Statistic 26 analysis reveals that the Sig. (2-tailed) value was. 002, which was lower than the Sig. level of 0.05, indicating that the null hypothesis was rejected. Based on the findings from the data examined, it is reasonable to conclude that incorporating Problem-Based Learning (PBL) as a learning approach has a significant impact and is effective on the writing skills of post-graduate students at STKIP PGRI Sidoarjo during pandemic Covid-19.
TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS Nopita Trihastutie; Eka Fadilah
Berumpun: International Journal of Social, Politics, and Humanities Vol 2 No 2 (2019): Berumpun : International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (877.736 KB) | DOI: 10.33019/berumpun.v2i2.20

Abstract

The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.
Willingness to Communicate from Indonesian Learners’ Perspective: A DYNAMIC COMPLEX SYSTEMS PERSPECTIVE Eka Fadilah
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.507 KB) | DOI: 10.22236/JER_Vol3Issue2pp168-185

Abstract

The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.
WILLINGNESS TO COMMUNICATE IN TASK-BASED INSTRUCTION: ANALYSIS OF FLUCTUATION IN DYNAMIC SYSTEM Yohanes Kurniawan; Eka Fadilah; Nopita Trihastutie
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.814 KB)

Abstract

The present study aims at investigating the fluctuation of learners’ willingness to communicate in three communicative tasks: Dictogloss, Jigsaw-Game, and problem solving. We focus on learners’ L2 WTC in the classroom context seen from dynamic system theory. Six Indonesian undergraduate learners of English Department comprising linguistic features proficiency and motivational levels were elected as participants by encountering them in a three-subsequent-task performances. Concurrent assesment and Stimulated recall, and in-depth interview were used to investigate learners’ WTC during the task performances in the classroom interaction. The former used WTC-metric by asking the participants to provide scores on five-minute-interval of total 60 minutes task performances, while the two latters used video-taped as stimulus to confirm learners’ interaction in the classroom. The results reveal that learners’ WTC fluctuate during three task performances in conjunction with variables that interplay and interconnect one to another. Additionally, some factors provoking either learners’ willingness or unwillingness to communicate are discussed further.
A COMPLEX DYNAMIC EMOTIONS AND WILLINGNESS TO COMMUNICATE IN THE TASK-BASED CLASSROOM INSTRUCTIONS Eka Fadilah; Hesty Kumala Dewi; J. Priyanto Widodo
JournEEL Vol 4 No 1 (2022): JournEEL (Journal of English Education and Literature)
Publisher : STKIP PGRI SIDOARJO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51836/journeel.v4i1.310

Abstract

This study aimed to investigate the complex dynamic emotions underlying learners’ Willingness to Communicate (WtC) in the classroom interaction. Utilizing Dornyei’s (2014) Retrodictive Qualitative Modeling (RQM), we embarked with some steps: identifying learners’ archetypes, highlighting the dynamic patterns of emotions interacting to other components, and setting up signature dynamics. Eighteen participants studying English participated in two task-based instructions. Of eighteen learners of English department, we took five participants relying on their salient archetypes. We utilized K-means cluster analysis to group the learners’ archetypes that was computed by SPSS 20. Additionally, in-depth interview was carried out on the elected participants to get a thick description of the emotional states and other components underpinning L2 WtC. The results reveal twofold: (1) the participants’ dynamic patterns of emotions interacting with the classroom environment explicate the variability and fluctuation of learners’ WtC, (2) the variety of signature dynamics provided fine-grained components underlying learners’ WtC. Furthermore, the implication for further study and pedagogy is elucidated later. Key words: complex dynamic systems, emotions, Willingness to Communicate, Retrodictive Qualitative Modeling
Co-Authors Arif Cahyono Arif Dwi Cahyono Ersan, Mohammad Ettyani Ettyani Fabiola D. Kurnia Fabiola D. Kurnia Harijanto, Shelvie Hesty Kumala Dewi J. Priyanto Widodo Kurnia, Fabiola D. Kurniawan, Yulius Lailatul Musyarofah Lestariningsih Lestariningsih Linuwih, Endar Rachmawaty Munawar Munawar Nuurul Qadryanti Salma Rosyana Siti Rohemah Suparti Suparti Surasmi, Wuwuh Asrining Trihastutie, Nopita Ussilah Ussilah Winardi, Yohanes Kurniawan Yuliyanto Sabat, Yuliyanto