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This Author published in this journals
All Journal English Review: Journal of English Education ELLITE: Journal of English Language, Literature, and Teaching Indonesian Journal on Learning and Advanced Education (IJOLAE) ENJEL: English Journal of Education and Literature Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
Indri Astutik
Universitas Muhammadiyah Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
Contextual Clues Effect on Students Reading Comprehension Using The Wonderful Wizard of Oz Novel Yeni Mardiyana Devanti; Agryanda Agryanda; Indri Astutik
ELLITE Vol 7, No 1 (2022): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v7i1.7621

Abstract

The research was pre-experimental research and it was conducted by using one group pre-test post-test design. The subject was the fourth year students of English Language Education Program consisting of 33 students. The text used during the treatment was The Wonderful Wizard of Oz Novel by L. Frank Baum published by World Public Library. It consists of 214 pages but only some parts of the novel that was used during the treatment. The data collected using both of the test above, and the instrument used was a reading comprehension test about The Wonderful Wizard of Oz Novel. The test consists of 20 questions in multiple choices form. T-test was used in order to analyze the data. It was found that the result before and after the treatment were very much different. The t-test score is -6.875 and the t-table is 2.997 in the level of significant 5%. In the t-test the plus and minus signs are not considered so that the value of -6.857 2.997 (ttable). Therefore, the final conclusion can be stated as that there was a significant effect of contextual clues on students’ reading comprehension using The Wonderful Wizard of Oz Novel.
Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement Preti Precillia Putri; Muhlisin Rasuki; Indri Astutik
ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition
Publisher : Universitas Nurul Huda

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

Abstract

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.
Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review Indri Astutik; Utami Widiati; Devinta Puspita Ratri; Peggy Magdalena Jonathans; Nurkamilah Nurkamilah; Yeni Mardiyana Devanti; Zaldi Harfal
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23675

Abstract

This systematic literature review explores the utilization of Automated Writing Evaluation (AWE) as a writing scoring tool over a five-year period from 2016 to 2020, focusing on its role in the transformation and integration of learning tools for pedagogical purposes. Transformation refers to the significant changes and advancements in teaching methods, particularly in adapting to new educational technologies and approaches, while integration involves the seamless incorporation of AWE systems into these evolving instructional practices to enhance the effectiveness of writing instruction. The study aims to analyze the various types of AWE employed in academic research, track trends in AWE technology strategies, and investigate students’ perceptions of AWE in both scoring and instructional contexts. Additionally, it aims to uncover the benefits and limitations associated with AWE implementation in writing instruction. Examining 19 journal articles, this review identifies fourteen types of AWE utilized by researchers and tracks advancements in machine learning within the field. The findings reveal positive student perceptions of AWE, citing its usefulness, efficiency, and linguistic accuracy in scoring and instruction. Benefits of AWE implementation include improved linguistic accuracy, enhanced writing performance, increased student engagement, and the provision of reliable and valid feedback. Moreover, AWE demonstrates effectiveness in scoring and feedback provision, with potential short- and long-term effects on student learning. However, limitations of AWE are also noted, including student distrust of feedback and a preference for human raters over AWE-generated scores. This review provides valuable insights into the multifaceted role of AWE in writing instruction, highlighting its potential benefits and areas for improvement.
QUESTIONING STRATEGIES IN EFL CLASSROOM: THE TEACHER’S PERCEPTIONS Indri Astutik; Novi Indriani; Nurkamilah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1062

Abstract

A crucial ability expected of EFL students is a critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Because the students are anxious about making mistakes, they remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, was aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know students’ opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.
Co-Authors Agryanda Agryanda Devinta Puspita Ratri Devinta Puspita Ratri Jonathans, Peggy Magdalena Muhlisin Rasuki Novi Indriani Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah Peggy Magdalena Jonathans Preti Precillia Putri Utami Widiati Yeni Mardiyana Devanti Yeni Mardiyana Devanti Zaldi Harfal