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The Representation of Gender Equality in The Illustration of English Textbooks for Senior High School Dian Eka Handayani; Lita Tungka
PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan Vol 23 No 2 (2023): Parafrase Vol. 23 No. 2 Oktober, 2023
Publisher : Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/parafrase.v23i2.9233

This research focuses on the representation of gender equality in two English textbooks for eleventh-grade students in senior high school. Textbooks are crucial educational resources that shape students' understanding, and illustrations play a significant role in engaging students and shaping their mindsets. The study analyzes English textbooks from the government (textbook K) and one private publisher (textbook P) to assess the representation of gender in their illustrations. The findings reveal that textbook K already promotes gender equality in the sense of a balanced representation of male and female illustrations and the use of both genders in illustrating leisure activities. However, gender bias persists in both books, highlighting the need to address this issue and strive for a balanced representation of gender. Further research is recommended to explore gender equality in illustrated figures across different grade levels and to investigate gender-related issues in a broader range of English textbooks.

ENHANCING WRITING SKILLS OF EFL LEARNERS THROUGH AUTOMATED FEEDBACK: AN EMPIRICAL INVESTIGATION Pariyanto; Tungka, Novalita Fransisca
Jurnal Ilmiah Spectral Vol. 10 No. 1 (2024): Vol. 10 No. 1 (2024): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/gymtcf78

This study examines the effectiveness of an automated writing evaluation (AWE) tool in improving the writing skills of lower-proficiency EFL learners. The study involved 34 non-English major university students who received AWE feedback from the WhiteSmoke Writing Assistant during their writing practice sessions. The quality of their writing was evaluated using pre-and post-tests, and their perceptions of the feedback were gathered through a questionnaire. The results showed a significant improvement in the quality of students' writing after using AWE feedback. Additionally, the students perceived the AWE feedback as positively impacting the quality of their writing. These findings suggest that AWE feedback is a promising tool that can be incorporated into the writing class program to enhance the quality of students' writing. Writing teachers can use the tool to evaluate students' compositions and provide targeted feedback to help them improve their writing skills. Overall, the study highlights the potential of technology-based writing tools to facilitate language learning and improve EFL learners' writing proficiency.

The Relationship between Digital Literacy Skills and Self-Regulated Learning Skills of English Language Education Students Sari, Elsa; Tungka, Novalita Fransisca
Sintuwu Maroso Journal of English Teaching Vol 9, No 1 (2023): Sintuwu Maroso Journal of English Teaching
Publisher : Sintuwu Maroso Journal of English Teaching

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The purpose of this study is to investigate, among students majoring in English Language Education at Universitas Sintuwu Maroso Poso, the relationship between digital literacy and skills related to self-regulated learning. The participants consisted of 88 students, with a convenient sampling method employed to select a sample size of 85 students. A survey was carried out with the purpose of determining the levels of self-regulated learning and digital literacy skills of the participants. The findings showed that the students performed at moderate levels in both of the domains that were examined. In addition, a favorable but not very strong link was discovered between self-regulated learning skills and digital literacy skills. These findings highlight the significance of understanding the interaction between these two skills and provide EFL educators with insights that may be used to improve effective learning practices among students enrolled in an English Language Education study program.

Analisis Tingkat Kesiapan Satuan Pendidikan dalam Merancang P5 Berbasis Multiliterasi di Kabupaten Poso Tungka, Novalita Fransisca; Tarinje, Olviani Cipta Ningsi
Sanskara Pendidikan dan Pengajaran Vol. 2 No. 03 (2024): Sanskara Pendidikan dan Pengajaran (SPP)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/spp.v2i03.430

Penelitian ini bertujuan menganalisis tingkat kesiapan satuan pendidikan di empat kecamatan di Kabupaten Poso dalam melaksanakan P5 berbasis multiliterasi serta karakteristik multimodalitas dalam P5 tersebut. Metode yang digunakan dalam penelitian ini adalah metode penelitian campuran dengan desain explanatory-sequential. Jumlah satuan pendidikan yang menjadi subjek penelitian ini adalah 7 satuan pendidikan, terdiri dari 1 SD swasta, 3 SD negeri, 2 SMP negeri, dan 1 SMK negeri. Data diolah menggunakan tiga langkah yaitu olah data kuantitatif secara statistik, olah data kualitatif dengan prosedur Miles dan Huberman, serta triangulasi dan integrasi seluruh hasil olah data. Hasil penelitian ini menunjukkan bahwa: 1) satuan pendidikan di Kabupaten Poso sedang beralih dari tahapan awal ke tahapan berkembang; jenis Literasi yang sering dipadukan ke dalam P5 adalah Literasi Budaya dan Literasi Bahasa, dan; 3) Karakteristik modes atau saluran informasi yang digunakan dalam P5 adalah multimodal dengan jenis moda audiovisual berformat video sebagai moda dengan frekuensi penggunaan tertinggi.

Pendampingan Guru-Guru SMP dalam Mendesain Blended Learning Olviani Cipta Ningsi Tarinje; Novalita Fransisca Tungka
Mosintuwu Jurnal Pengabdian Kepada Masyarakat Vol 2, No 1 (2022): Mosintuwu : Jurnal Pengabdian Kepada Masyarakat
Publisher : Mosintuwu Jurnal Pengabdian Kepada Masyarakat

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Pelatihan Blended Learning dilaksanakan untuk meningkatkan pengetahuan dan keterampilan guru-guru SMP dalam menggunakan ragam teknologi dan merancang kegiatan blended learning. Sasaran kegiatan ini adalah para guru di SMP Negeri 4 Poso Pesisir, Kabupaten Poso. Metode pelaksanaan kegiatan ini adalah Participatory Learning and Action. Hasil kegiatan adalah meningkatnya kemampuan guru menggunakan ragam teknologi dalam kegiatan pembelajaran dan meningkatnya pemahaman guru dalam menggunakan aplikasi pendukung kegiatan pembelajaran yang berbasis teknologi dan mendesain rencana pembelajaran yang sesuai dengan situasi dan kondisi dimasa pandemi. Rekomendasi yang dihasilkan dari kegiatan ini adalah meneruskan kegiatan serupa dengan sasaran peningkatan keterampilan guru dalam mengevaluasi pelaksanaan blended learning.

Development and Validation of Digital Literacy Scale for Prospective EFL Teachers Christiani, Natalia; Tungka, Novalita Fransisca; Nainggolan, Romauli
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8211

Teacher’s digital literacy competence is crucially important in education nowadays, and a number of scholars have measured the quality of teacher’s digital literacy skills. The available instruments have been developed to assess digital literacy skills of adolescents and graduate school students, while digital literacy skills of prospective teachers have received little attention. This study aimed at developing and validating an instrument to measure digital literacy skills particular to prospective Indonesian EFL teachers. To this end, this study piloted a theoretical model based on a review of the related literature, interviews with Indonesian EFL learners majoring in English Language Education Department and EFL lecturers in East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara, and Bali. Later, the results were used to verify and develop the digital literacy scale. After developing the scale and administering it to 336 Indonesian EFL learners from seven cities in Indonesia, the researchers validated the scale through both exploratory and confirmatory factor analyses. This study exposes a comprehensive picture of prospective teachers’ digital literacy skills in EFL contexts in terms of eight factors: creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill. This scale is a valid and reliable tool, and will be useful as an instrument on EFL teachers’ digital literacy skills. The final form of this scale can inform policy development, curriculum design, and training initiatives for prospective EFL teachers targeting digital literacy competence.

Development and Validation of Digital Literacy Scale for Prospective EFL Teachers Christiani, Natalia; Tungka, Novalita Fransisca; Nainggolan, Romauli
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8211

Teacher’s digital literacy competence is crucially important in education nowadays, and a number of scholars have measured the quality of teacher’s digital literacy skills. The available instruments have been developed to assess digital literacy skills of adolescents and graduate school students, while digital literacy skills of prospective teachers have received little attention. This study aimed at developing and validating an instrument to measure digital literacy skills particular to prospective Indonesian EFL teachers. To this end, this study piloted a theoretical model based on a review of the related literature, interviews with Indonesian EFL learners majoring in English Language Education Department and EFL lecturers in East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara, and Bali. Later, the results were used to verify and develop the digital literacy scale. After developing the scale and administering it to 336 Indonesian EFL learners from seven cities in Indonesia, the researchers validated the scale through both exploratory and confirmatory factor analyses. This study exposes a comprehensive picture of prospective teachers’ digital literacy skills in EFL contexts in terms of eight factors: creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill. This scale is a valid and reliable tool, and will be useful as an instrument on EFL teachers’ digital literacy skills. The final form of this scale can inform policy development, curriculum design, and training initiatives for prospective EFL teachers targeting digital literacy competence.

TRANSFORMING NARRATIVES: ENHANCING EFL LEARNERS’ WRITING WITH AI FEEDBACK Pariyanto, Pariyanto; Tungka, Novalita Fransisca
MEDIA DIDAKTIKA Vol 10 No 2 (2024): November 2024
Publisher : Program Pascasarjana Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v10i2.8662

This study investigates the impact of ChatGPT-provided formative feedback on the narrative essay writing skills of English as a Foreign Language (EFL) learners. Sixteen undergraduate students were tasked with writing narrative essays, which were evaluated pre- and post-feedback using a standardized rubric. The essays were rated by two human raters, and inter-rater reliability was confirmed (Cronbach’s alpha = .912). The results indicated significant improvements in key writing criteria, particularly in style, voice, and overall coherence, as evidenced by the paired sample t-tests. The learners also predominantly expressed positive perceptions of ChatGPT’s feedback, highlighting its clarity and usefulness in enhancing their writing. These findings demonstrate the potential of AI-driven feedback to support language learning and address resource limitations in EFL classrooms.

Pendampingan Penguatan Budaya Pembelajaran Projek Pancasila Lintas Disiplin berbasis Multiliterasi bagi Guru SD Swasta di Kabupaten Poso Tungka, Novalita Fransisca; Tanari, Yulinda; Sriwati, Ni Kadek; Aisyah, Sitti Nur; Solihin, Solihin; Toheni, Ichalin
Abdimas Galuh Vol 7, No 1 (2025): Maret 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v7i1.16305

Budaya pembelajaran berbasis projek (PjbL) di satuan pendidikan adalah salah satu faktor penentu kesuksesan pelaksanaan Projek Penguatan Profil Pelajar Pancasila. Budaya PjbL yang kuat akan membentuk satu ekosistem untuk menciptakan lingkungan yang kondusif bagi penguatan karakter Pancasila para peserta didik di satuan pendidikan tersebut. Dari hasil analisis situasi tim pelaksana, mitra kegiatan yaitu SD GKST 1 Poso dan SD GKST Tagolu belum memiliki budaya PjbL yang kuat. Salah satu indikator budaya PjbL yang kuat adalah adanya P5 lintas disiplin berbasis multiliterasi dimana setiap tahapannya, yaitu tahap perancangan, pelaksanaan, dan evaluasinya, bersifat kolaboratif melibatkan pihak lain sebagai narasumber pengaya projek. Kegiatan pengabdian kepada masyarakat ini berbentuk pelatihan dan pendampingan bagi guru-guru di SD GKST 1 Poso dan SD GKST Tagolu yang dilaksanakan selama tiga bulan. Metode yang digunakan dalam kegiatan ini adalah Participatory Learning and Action. Instrumen yang digunakan untuk mengumpulkan data kuantitatif dan kualitatif dari kegiatan ini adalah tes, daftar tilik, dan pertanyaan terbuka dalam kegiatan diskusi grup terpumpun. Data kemudian diolah menggunakan prosedur deskriptif kuantitatif dan dianalisis secara deskriptif. Hasil dari kegiatan ini menunjukkan adanya (1) peningkatan pengetahuan multiliterasi guru; (2) peningkatan kuantitas P5 lintas disiplin berbasis multiliterasi; (3) peningkatan bentuk keterlibatan pihak lain dalam setiap tahapan P5, dan: (4) peningkatan jumlah dokumen acuan PjbL.

Exploring Digital Literacy Skills of Prospective Indonesian EFL Teachers Christiani, Natalia; Tungka, Novalita Fransisca; Nainggolan, Romauli
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 7 (2022): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.07.20

Understanding EFL students’ levels of digital literacy is a vital step to improve the quality of English teaching and learning. This paper explored the levels of digital literacy skills of prospective Indonesian EFL teachers in the matter of their readiness for the integration and implementation of digital tools in their language learning practices. The respondents were three hundred thirty-six students majoring in the English Language Education department across cultural regions in Indonesia. A questionnaire was distributed online to gather data. The data were then tabulated and interpreted descriptively. The analysis results reported that the prospective Indonesian EFL teachers’ level of digital literacy was moderate. The discussion in this paper focuses on their digital literacy skills in terms of creative, technological, personal security, internet safety, problem-solving, information, communication or netiquette, and navigation. The findings of this study will provide a useful reference to improve learning practices and the integration and implementation of digital tools in English teaching and learning contexts.

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