Articles
<![CDATA[The Use of Portfolio Assessment in Process-Based Academic Essay Writing Instruction ]]>
<![CDATA[Tyas, Peptia Asrining]]>
<![CDATA[ EDUCAFL : E-Journal of Education of English as a Foreign Language Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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<![CDATA[Although the concept of process-based approach in writing instruction in the teaching of EFL becomes popular in the recent years, many English teachers still used conventional method in teaching writing that only concern about the final product with perfect grammar and vocabulary. Thus, many educators suggested the use of a process based approach in teaching writing which is consists of various activities, namely prewriting, drafting, responding, revising, editing, assessing, post-writing, and reflection. Those activities can give students opportunities to improve their writing composition, perhaps motivate them to be a better writer, and of course train them to have critical thinking in order to make optimal interaction of teacherstudent and among students. Keywords: writing process-based approach, portfolio assessment, and process-product assessments.]]>
<![CDATA[Indonesian EFL students’ voice on the first language usage in classroom ]]>
<![CDATA[Binti Muifatun Nazilah]]>;
<![CDATA[Peptia Asrining Tyas]]>;
<![CDATA[Wiwik Umiyati]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 2 (2021): December, 2021 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v6i2.6701
<![CDATA[The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian languge during the EFL lesson. DOI: 10.26905/enjourme.v6i2.6701]]>
<![CDATA[Students’ Predominant Learning Style in EFL Writing Class ]]>
<![CDATA[Faiz Hisyam Akbar]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ EDUCAFL : Journal of Education of English as Foreign Language Vol 5, No 1 (2022): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2022.005.01.04
<![CDATA[Many studies had examined writing strategies in ESL context. However, very few studies examined writing strategies by university students within foreign language learning contexts in Indonesia. Considering that reason, the researcher conducts a survey in EFL context focusing on writing strategies mostly used by 126 students enrolled in essay writing class. This study was conducted by using quantitative method, survey design, and English Writing Strategies Inventory (EWSI) questionnaire as the instruments. The result of this study shows that the predominant learning style of the students are determining the purpose and reading some materials related to the topic before start to write, checking the logical flow through paragraph when writing, and reviewing the writing to look for and correct grammatical errors after writing. It also found that the tendency of students to use EWSI is categorized as high since the frequency of strategy use in each category is high.]]>
<![CDATA[TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT ]]>
<![CDATA[Jihan aisah kirahla]]>;
<![CDATA[Peptia Asrining tyas]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.9073
<![CDATA[Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk]]>
<![CDATA[The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension ]]>
<![CDATA[Dewi Fatima Nur Alfatihah]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i3.5460
<![CDATA[Reading interest is one aspect of encouraging the reading comprehension process. However, the level of reading interest in Indonesia is still low. In this situation, as an academic component, undergraduate-students also have an obligation to read. This is driven by the academic life of lectures which require students to have reading comprehension skills. Because of these two circumstances, the reason for this study was to investigatethe correlation of students' reading interest and reading comprehension in higher education levels. This study was conducted through a quantitative approach and correlation study as the method. The population of this research is about 140 students of EFL semester four who are active in the English language education study program of Universitas Brawijaya. By using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. This study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the SPSS program. The finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a Pearson product moment (r-value) of .356, which indicates a weak positive correlation. Therefore, it can be concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that there is a significant correlation between reading interest and reading comprehension.]]>
<![CDATA[STUDENTS’ PERCEPTION USING VIDEO CONFERENCING PLATFORM IN LEARNING ENGLISH DURING ONLINE LEARNING ]]>
<![CDATA[Hanas Ulfah Safitri]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Journal of English Language Learning Vol. 6 No. 2 (2022) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v6i2.3438
<![CDATA[Video conferencing is one of the most common technology platforms for emergency online learning during the Covid-19 outbreak. Therefore, this study investigates students' perceptions of video conferencing for online English learning and video conferencing platforms as a media technology. This study involved 103 students in the second, fourth, and sixth semesters of the English Language Education Program at Universitas Brawijaya in 2021/2022 who used a video conferencing platform to study English online. In this study, a quantitative approach involving survey research was applied. A closed-ended questionnaire was used to collect the data, and descriptive statistics were used to analyze the results. The data were collected using a 19-question divided into two categories: (1) students' perceptions of using video conferencing in learning English during online learning and (2) students' perceptions of video conferencing platforms as a media technology. The findings indicate that video conferencing facilitates English learning during online education, and the solutions can help students improve their English language skills. In addition, the majority of students responded positively to the use of video conferencing during online learning in learning English.]]>
<![CDATA[Review locally tailored ELT textbooks to meet primary students’ need: Textbooks development ]]>
<![CDATA[Devinta Puspita Ratri]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1667
<![CDATA[Since there is an emerging issue to strengthen students' local identity particularly in expanding circle countries in the midst of globalization, local culture integration in English language teaching (ELT) has lately grown to answer the challenge. Regarding the case, this study presents a textbook development with local culture integration in ELT for young learners as an effort to build students’ identity at early ages. It exposes that local culture integration can be inserted to all units in the textbooks for primary students which complement the theme-based curriculum as mentioned in the Ministry of Education and Culture Regulation No. 22 Year 2016. It implies that English textbooks with local culture integration may be modified as a viable and acceptable technique of addressing learners' local cultures while learning foreign language. Further, this textbook development provides current guidance for English teachers on how local culture integration in ELT might increase the energy, motivation, and reasoning for Indonesian young learners to learn English in a meaningful context. HIGHLIGHTS: The sections developed in Among Tani English (learning objectives, brainstorming, materials, students’ activities, evaluation) are considered to be sufficient to meet its purpose as a guideline to provide input and teaching activities to assist students' English proficiency. “Among Tani” English textbook is designed in accordance with the thematic-based curriculum for primary school and the topics chosen help students in relating to other disciplines by having a comparable variety of themes to be covered to provides young learners with materials that they are acquainted with. This textbook’s coverage of local culture is based on the environment surrounding students in order to develop students’ cognition, character education, teach students to face threats from outside, and provide students with an overview of community life.]]>
<![CDATA[The importance of formative assessment based on students’ perception ]]>
<![CDATA[Arinaa Sabilah Ghozali]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol 10, No 2 (2022): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/184500
<![CDATA[EFL (English for Foreign Language) refers to the teaching and learning of English in educational settings where the society does not use English as their first language. Most EFL teachers in Indonesian formal schools developed their formative assessment according to their own perception, whereas several studies had proven that formative assessment should be designed based on students’ perception. The aim of this study is to describe the students’ perception of formative assessment practices in EFL class, which use the formative assessment cycle as the conceptual model. The research design in this study is survey design. The subject of this study is 11th grader students in State High School 8, Malang, Indonesia. The study is held throughout the English subject in the odd semester of 2022/2023 school year. The data analysis techniques used is descriptive quantitative. The quantitative data distribution of five dimensions of formative assessment shows that all of the subject percept every indicator positively. The results confirm that designing a formative assessment based on students’ perception is highly needed, where along the process, teachers could reflect their quality of teaching, and in the same time, students are facilitated to improve their goals, reducing material-misconception, expanding understanding in strength and weakness, and also developing better students-teacher communication in learning.]]>
<![CDATA[Exploring Senior High Schoolers’ Inhibiting Factors in English Writing Activities ]]>
<![CDATA[Ni Made Kesi Sasmita]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4768
<![CDATA[This explanatory sequential mixed method study aims to determine the students’ attitudes toward the main inhibiting factor of English writing activity and skill development supported by the teacher’s perception. Beyond writing being one of the most complex languages and communication skills to be mastered, the success or failure of students in writing could also be influenced by various factors. This study discusses five factors: affective factor, writing apprehension, linguistic factor, writer’s block, and tactical factor. The eleventh-grade students and a senior English teacher of one public school in Malang became the participants in the study. This study has two types of data: qualitative and quantitative. The quantitative data are collected first, then qualitative data to support explaining or elaborate on the quantitative result. This research uses two instruments: 1) a closed-ended questionnaire to obtain quantitative data on learners’ perceptions, and 2) a semi-structured interview to draw the teacher’s perspective. The qualitative data analysis was conducted using statistical analysis and supported by statistical software, SPSS. A descriptive analysis was applied to analyze and describe the qualitative data. The main inhibiting factor in English writing activity faced by the eleventh graders of Senior High school 1 Malang was the writer’s block factor related to students’ motivational block at the beginning or during the writing process and their difficulties in developing and connecting different ideas.]]>
<![CDATA[Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective? ]]>
<![CDATA[Fikra Raushani Khittahira]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6323
<![CDATA[English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.]]>
