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All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan International Journal of Education Jurnal Ilmiah Bahasa dan Sastra English Review: Journal of English Education JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language and Education UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
Novia Trisanti
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Language Circle : Journal of Language and Literature

 1 
Self-Repair as Students Development-Oriented Self Assessment in Oral Performance Trisanti, Novia
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11470

Abstract

There are certain concerns that a teacher needs to observe in assessing students oralperformance, such as the amount of words, the grammatical errors, the hesitation and certain expression. This paper attempts to give overview of research results using qualitative method which show the impacts of self repair typeanalysis as development- oriented self-assessment in oral performance. The subject was the tertiary level learners of English Department, Universitas Negeri Semarang, Indonesia in 2016. They performed the speaking tasks oraly in Speaking For General Purposes class. They were given the modified rubric of oral performance including the aspects of self-repairs and asked to evaluate their own performance (selfassessment). They were introduced by the term of self-repairs in simple manner and they were instructed to give self and other repairs whenever they needed in their perfomances.All the spoken data were recorded. Concerning the repair types, there are two self-repairs as reviewed by Buckwalter (2001) which occured in self-assessment, they are Self-Initiated Self Repair (SISR), and Self-Initiated Other Repair (SIOR). The finding showed that SIOR occured 60% of all the repairs in students‘ conversation. Then, it could be as development-oriented self-assessment which can be a valuable additional means to improve students speaking since it is one of the motives that drive self- evaluation, along with self- verification and self- enhancement.Also, this development- oriented self-assessment began to receive attention as the result of increasing interest in the learners- centered approach. The results are hoped to give beneficial implication on student‘s oral performance assessment.
Multimodality Reflected in EFL Teaching Materials: Indonesian EFL In-Service Teacher’s Multimodality Literacy Perception Trisanti, Novia; Suherdi, Didi; Sukyadi, Didi
Language Circle: Journal of Language and Literature Vol 17, No 1 (2022): October 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v17i1.38776

Abstract

The digital age, which has impacted EFL teaching and learning in Indonesia, has compelled educators to uphold higher instruction standards. Multimodality is currently an updated topic in relation to digital media in EFL learning. This study intends to examine the effects of Indonesian EFL teachers' multimodality perceptions in the teaching materials. It clarifies how EFL teachers in secondary schools use multimodal literacy practices for their students to develop learner’s critical thinking and creativity. A mixed method with an explanatory sequential design was employed, with quantitative data analysis serving as the primary source of support for the results of the qualitative analysis. This study included 38 EFL in-service teachers in Indonesia. Open and close-ended questionnaires with score measurements as well as interviews regarding the multimodal structure expression, content, and preference were used to gather the data. The findings of the participants’ multimodal literacy reveal a respectable mean score of 71.4 and standard deviation of 11. The questionnaire analysis results indicate that utilizing elements of visual (real images), auditory, and written elements is helpful in explaining the teaching and learning materials to the learners and can ensure that they have a thorough understanding of the materials using multimodal expression, content and preference. Overall, this shows that Indonesian EFL in-service teachers have shown adaptability in implementing multimodal literacy in their instructional materials, and they are conscious of switching from traditional to digital mode. As a result, more research is required to investigate the multimodal literacy practices used by EFL teachers in Indonesia
Co-Authors Aenurrifah, Ahmad Aunilah Ainul Hufron, Ainul Alamanda Mutia Safitri Budi Hermawan Dian Pratiwi Didi Sukyadi Fujiono, Fujiono Gabby Allen Vica Isfara Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Gultom, Valerina Emma Hasian Intan Permata Hapsari Isfara, Gabby Allen Vica Isnaini, Linda Isti Nurhayati Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita Zainiza, Mailiza zulfa Sakhiyya