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All Journal Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan VISION PREMISE: Journal of English Education and Applied Linguistics Journal of Natural Sciences and Mathematics Research Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture English Language and Literature International Conference (ELLiC) Proceedings Academy of Education Journal Journal of English Education and Teaching (JEET) ALLURE JOURNAL Jurnal Pendidikan Progresif
Siti Tarwiyah
FITK UIN Walisongo Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sukarni, Semi
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.337-354

Abstract

Collaboration becomes a supporting component of professional learning. Teachers’ experiences become the determining factor of the attainment a professional learning program. This study is aimed at exploring the experiences of teachers of two schools with different qualification by answering the following questions: (1) How are the programs of collaborative professional learning enacted to enhance the teachers’ teaching strategy and digital literacy?, (2) How do the teachers’ experiences in their collaborative professional learning impact on their policy of professional learning? This study is a qualitative case study. In order to answer its questions, this study involved 8 language teachers –Arabic, English, Indonesian, and Javanese language- from 2 schools. Teachers from a reputable school were paired up with those from an undistinguished school to engage in a collaborative professional learning program focusing on teaching strategy and digital literacy. Data analysis involved content analysis convention of Krippendorff (2013). The program is a need-based program, which is put in different social context and built to make each participant familiar, collaborate to learn, to practice, and to implement. Putting the program into different social context facilitates participants to learn through attention, retention, reproduction, which then influences their policy of professional learning.
Pre-/in-service teachers’ creativities: behind the creation of multimodal digital storybooks Tarwiyah, Siti; Dewi, Nuna Mustika; Suja'i, Suja'i
EduLite: Journal of English Education, Literature and Culture Vol 9, No 2 (2024): August 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.9.2.186-202

Abstract

The creation of digital storybooks partly represents teachers’ creativity. This study aimed at exploring the pre-/in-service teachers’ creativity in writing multimodal digital storybooks. The data sources of this study were 8 books written collaboratively by 6 teachers and 13 pre-service teachers after involving in a-six-months mentoring program. The data were collected through documentation, then analyzed using content analysis convention of Krippendorff (2013). The study revealed that aspects of creativity were found in the pre-/in-service teachers’ multimodal digital storybooks.  The creativity was presented through integrating reflection sheet, portfolio assessment, using authentic materials, online worksheet, and online quizzes besides the accommodation of new ideas, the use of graphs/diagrams, tables, images, and videos, besides text, the verbal and visual attractiveness, the use of motivational and inspirational sentences. This study suggests that writing multimodal digital storybooks may influence teachers’ pedagogical and content knowledge as well as teachers’ identity.
English as a Medium of Instruction in non-English Subject; Exploring the Students Language Proficiency Asshofiah, Khodijah; Tarwiyah, Siti; Dewi, Nuna Mustikawati
Allure Journal Vol 5, No 1 (2025): January 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i1.21149

Abstract

In facing the current era of globalization, it is necessary to implement an application that supports students to improve their English proficiency. The research problems are how is the implementation of EMI in non English subject and how is the students’ class language proficiency situation during joining the EMI-based class? The writers used the descriptive qualitative case study method. The subject of the research were students at Maahad Tahfiz Al-Qur'an Darul Falah Selangor, Malaysia. The instruments were field observation, interviews, questionnaires. The research findings and discussion are highlight the dual role of EMI in improving English language proficiency while facilitating content mastery, despite challenges such as code-switching and students' varying levels of self-confidence. EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. The conclusion are EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. These insights contribute to optimizing EMI practices and advancing education policies that align with global academic demands. The integration of language and subject knowledge through EMI  prepares students for academic success and equips them with the linguistic and cognitive skills. The recommendation are further researchin the other scope of EMI is needed to explore the long-term impact of EMI on students' academic performance and language proficiency, particularly in diverse educational contexts to serve as a valuable tool for promoting inclusive and  effective educational     environment.
English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity Sukarni, Semi; Sudar, Sudar; Tarwiyah, Siti
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity. Objectives: This study aims at exploring the Vocational High School English teachers’ perception of its importance as well as its complexity of teaching HOTS. Methods: A mix-method approach of data collection and analysis was applied in this study. The data were obtained from 40 VHS teachers, the members of the English teacher association of Wonosobo regency, Central Java, Indonesia by using one set of close-ended questionnaires and in-depth interviews. Findings: The result indicates 1) VHS English teachers have  a very high perception of the importance of teaching HOTS for their students; 2) a high perception of the complexity of applying HOTS resulted from the students’ unreadiness and teachers’ lack of competence in integrating HOT in English class. Conclusion: A very positive perception of the importance of teaching HOTS among VHS teachers. It is in constrast with the high perception of the complexity of applying HOTS. Training HOTS is needed for planning, implementing and assessing HOTS. Keywords: complexity, HOTS, importance, teachers’ perception, vocational high school.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202220
Implementing Activity-Based Presentation in Higher Education and Describing Presenters' Presentation Skills Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sari, Betty Fitria Nita; Dani, Muhammad Hirza Qusuma
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i223737

Abstract

Activity-Based Presentation (ABP) is known for engaging students through experiential tasks. However, its implementation in higher education requires further exploration. This study aims to explain the implementation of ABP and to describe the presenters’ presentation skills. Twenty-six pre-service teachers who attended the English Across Curriculum class became the subjects of this study.  Based on participants’ presentations, the researchers explained the implementation of ABP and described their presentation skills. Data on ABP implementation were analyzed using three stages of the interactive model of analysis: data condensation, data display, and conclusion drawing. Meanwhile, data on the pre-service teachers’ presentation skills were analyzed to determine the mean for each skill. This study shows that participants manage classroom presentations using methods such as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven by the audience's good weekly scores. This research exemplifies the enactment of integrated learning, primarily intended to equip pre-service teachers with content knowledge and presentation skills simultaneously. However, further development is needed to make this approach reach a more meaningful and impactful presentation. More studies on ABP also still need to be carried out to enhance its effectiveness.
Micro Teaching Online selama Wabah COVID-19: Studi pada mahasiswa Jurusan Bahasa Inggris Universitas Islam Negeri Semarang Annur, M. Firdaus; Ilmia, Putroe; Tarwiyah, Siti
Academy of Education Journal Vol. 17 No. 1 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i1.3148

Abstract

This study explores the online micro-teaching process through e-learning during the COVID-19 pandemic and identifies challenges faced by students. Using a descriptive qualitative approach, data were collected through observation and interviews, then analyzed through data collection, reduction, presentation, and conclusion drawing. The study involved English Education students taking a micro-teaching course at UIN Walisongo Semarang. Findings reveal seven key stages in micro-teaching: lesson plan preparation, training in eight fundamental teaching skills (questioning, reinforcement, variation, explanation, lesson opening & closing, small group discussion guidance, classroom management, and small-group/individual teaching), planning and applying these skills, competency assessment, learning module development, and creating tutorial videos for online teaching. However, students encountered several obstacles, including unstable internet access, limited data quotas, unclear lecturer feedback, technical difficulties in video recording, and poor time management. These challenges highlight the need for effective strategies to improve the efficiency of online micro-teaching.
AUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS Kamila, Lintang Shafa; Tarwiyah, Siti; Annury, Muhammad Nafi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14744

Abstract

Writing is the most challenging EFL skill, requiring linguistic accuracy and creativity. Augmented Reality (AR) and non-AR flashcards offer different pedagogical approaches, yet no systematic comparison exists for EFL writing development. This mixed-methods systematic literature review compares both modalities' effectiveness on writing skills and motivation. Following PRISMA 2020 guidelines, eight studies (2021–2025) with 249 students were analyzed. Non-AR flashcards improved grammar and vocabulary through structured memorization, while AR flashcards enhanced motivation, engagement, and creativity via immersive interaction. Moderator analyses revealed AR flashcards yield greater affective-creative outcomes. Corpus imbalance (5 non-AR vs. 3 AR studies) and Indonesian-context dominance limit generalizability. The study validates Dual-Coding Theory and suggests that integrating both modalities optimizes English as a Foreign Language (EFL) writing development, warranting further cross-contextual research.
Co-Authors Annur, M. Firdaus Asshofiah, Khodijah Dani, Muhammad Hirza Qusuma Dewi, Nuna Mustika Dewi, Nuna Mustikawati Ilmia, Putroe Janah, Nuria Dhotul Kamila, Lintang Shafa Lulut Widyaningrum Maslichah, Maslichah Muhammad Nafi Annury, Muhammad Nafi Nur Alawiyah Ratih Rizqi Nirwana Sari, Betty Fitria Nita semi sukarni Septiningrum, Kartika Ayu SITI MARIAM Sudar Sudar Suja'i, Suja'i