Articles
<![CDATA[EFL Students Responses’ to Online Corrective Feedback in the Teaching of Academic Writing during the Covid-19 ]]>
<![CDATA[Silsilya Wahyu Nurya]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i2.292
<![CDATA[During covid-19 pandemic, online learning is one of the alternatives that can be used by the lecturer in carrying out learning. This study aims to analyze the students' response to corrective feedback given by the lecturer during online learning. The research methodology used is a quantitative survey design. The research subjects are 140 student academic writing classes from the 2020 batch of the English Language Education Program in Universitas Brawijaya. The instrument used is questionnaires filled out online by students. They were 17 questions in four section that were distributed to investigate: 1) collecting personal information and types of online platforms used to provide corrective feedback, 2) the identification the types of error to be corrected from the student’s responses, 3) students’ responses for technique the lecturers should correct their errors, 4) students’ responses to corrected errors by the lecturer. There were 106 responses received (88 female and 18 male students). Based on the results, overall online corrective feedback conducted by the lecturer in academic writing classes has a positive response in the midst of the Covid-19 pandemic situation. Most students find the online corrective feedback in their academic writing class useful during pandemic Covid-19.]]>
<![CDATA[Pragmatics Study on Deixis Analysis in Expository Text by Students EFL Secondary School ]]>
<![CDATA[Shalahudin Ayyub]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Lingua Susastra Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[Departemen Bahasa dan Sastra Indonesia dan Daerah ]]>
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DOI: 10.24036/ls.v3i2.109
<![CDATA[This study attempts to identify the varieties of deixis (according to Levinson's deixis theory) employed and the major deixis types used by EFL secondary school students in expository texts. This study used qualitative research as a method and used a documentary technique for the analysis. The analysis's conclusion demonstrates that Students in EFL secondary schools use every sort of deixis in writing expository text. The deixis that is mostly used is discourse deixis, which is 158 times, the second is followed by person deixis with 150 times, time deixis with 14 times, place deixis with 10 times, and the lowest is social deixis which is only 6 times. According to the findings of this study, discourse deixis becomes the predominant type used in the expository texts. This result implies that the dominant deixis employed varies depending on the type of text.]]>
<![CDATA[Teaching English to Young Learners in pandemic era at SD Muslim Cendekia ]]>
<![CDATA[Rahmania Rahmania]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v7i2.8669
<![CDATA[The Covid-19 pandemic adds a new challenge for teachers to innovate new teaching strategies during the post-pandemic. Identifying English as a foreign language (EFL) students' learning strategies, teachers' preparation, and challenges are needed to innovate a new alternative approach for a post pandemic learning activity, thus investigating them is worth studying. The study is based on the premise that the golden age of young learners influences the success of language learning. This study was conducted during the government's implementation of English as a local supplementation subject. A case study was used as the approach of the study, with an interactive model to analyze the data. Observation, field notes, interviews, and documents are used as the instruments to collect the data. The result of this study shows that oral communication is the main component of the learning activity. A lesson plan is developed with the purpose of helping teachers establish the appropriate medium. The main issues encountered by teachers are how to capture students' attention and focus during the learning activity. In addition, suggestions for further study are presented.]]>
<![CDATA[Immersive Video towards Vocabulary Mastery: EFL Students’ Perspective ]]>
<![CDATA[Tarisa Olivia Putri]]>;
<![CDATA[Peptia Asrining Tyas]]>;
<![CDATA[Widya Caterine Perdhani]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3050
<![CDATA[EFL students have to master vocabulary in order to understand the material in the classroom. However, based on the observation in one of the private junior high schools in Malang, students have low vocabulary and face difficulties in understanding sentences. It happens because the teacher is too focused on using one kind of traditional technique where the book acts as the main source of learning. This case causes the limitation of vocabulary. Therefore, this study aims to find out the students’ perspective on the use of a teaching media for vocabulary mastery namely immersive video. To solve this problem, the researchers formulated a research question, how are students’ opinions towards the use of immersive video in vocabulary mastery? The method used was a mixed method by applying quantitative and qualitative approaches. The participants were 7th graders that consisted of 60 students in total. The data was collected through questionnaires and interviews. The findings show that students enjoy the learning process when immersive video is used. It helps them to remember vocabulary in the long term. In addition, it makes students become more active in learning vocabulary.]]>
<![CDATA[Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective? ]]>
<![CDATA[Fikra Raushani Khittahira]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v6i1.17926
<![CDATA[English is one of the foreign languages taught in Indonesia. It has separated curriculum with other subject 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 is 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 (RD) was conducted in this research with the ADDIE model. The instruments of the research were observation, expert validation checklist, interviews, and field notes. 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.]]>
<![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 (JEASP) 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[Program Pendampingan Pembelajaran Berbasis Kurikulum Merdeka dan Madrasah Digital bagi MGMP Bahasa Inggris Kota Malang ]]>
<![CDATA[Devinta Puspita Ratri]]>;
<![CDATA[Zuliati Rohmah]]>;
<![CDATA[Peptia Asrining Tyas]]>;
<![CDATA[Mega Safitri]]>
<![CDATA[ JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) VOL. 8 NOMOR 2 JULI 2024 JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purwokerto ]]>
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DOI: 10.30595/jppm.v8i2.20707
<![CDATA[Perubahan paradigma pembelajaran pada abad ke-21 yang mengarah pada kemajuan IPTEK dalam pembelajaran menuntut adaptasi pola baru dalam pengelolaan pendidikan dan pembelajaran, termasuk di Madrasah. Implementasi Kurikulum Merdeka dan Madrasah digital menjadi sangat strategis dilaksanakan dalam rangka meningkatkan mutu, relevansi, dan pelayanan pendidikan. Namun demikian, pemahaman yang menyeluruh terhadap penerapan strategi tersebut belum dirasa maksimal. Oleh karena itu, program pendampingan ini bertujuan untuk memberikan pendampingan pembelajaran berbasis Kurikulum Merdeka dan Madrasah Digital kepada MGMP Bahasa Inggris Kota Malang. Program ini meliputi pemantapan konsep implemetasi kurikulum dan digitalisasi, pembuatan materi dan modul, dan P5 dengan melibatkan ahli di bidang tersebut. Hasil dari program ini berupa rumusan tujuan pembelajaran, alur tujuan pembelajaran, modul, dan digitalisasi materi pembelajaran. Kualitas hasil kerja pendampingan ini berimplikasi pada penyegaran dan pemantapan Kembali konsep Kurikulum Merdeka dan Madrasah digital guna meningkatkan kualitas pendidikan. Oleh sebab itu, pendampingan dan pelatihan perlu diadakan secara kontinu dan menyeluruh kepada guru dan sekolah.]]>
<![CDATA[TEACHERS’ FEEDBACK ON ENGLISH SYLLABUS WITH LOCAL VALUES FOR ELEMENTARY STUDENTS ]]>
<![CDATA[Puspitasari, Ika Puspitasari]]>;
<![CDATA[Ratri, Devinta Puspita]]>;
<![CDATA[Tyas, Peptia Asrining]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v24i1.2697
<![CDATA[The elimination of English subject for elementary school in curriculum of 2013 which has been regulated under the Government of the Republic of Indonesia’s Regulation number 32 year 2013 about the alteration of Government Regulation number 19 year 2005 about National Standard of Education affects on the absence of syllabus as guideline for teaching and learning process. Therefore, on previous study, a set of English syllabus for elementary school was developed to provide English teachers with guideline in teaching. To provide students with closer exposure on local character building, the syllabus was developed based on local value. In the process of syllabus development, try out was done to get feedback on its implementation on the syllabus in the teaching process. Moreover, feedback from teachers’ forum toward the syllabus was also obtained. The feedback received becomes a valuable input toward the improvement of the English syllabus. ]]>
<![CDATA[PELATIHAN DIGITALISASI MATERI PEMBELAJARAN BAHASA INGGRIS BERBASIS KEARIFAN LOKAL UNTUK PEMBELAJAR MUDA ]]>
<![CDATA[Ratri, Devinta Puspita]]>;
<![CDATA[Rahmawati, Femi Eka]]>;
<![CDATA[Tyas, Peptia Asrining]]>;
<![CDATA[Safitri, Mega]]>
<![CDATA[ Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[Faculty of Cultural Studies, Universitas Brawijaya ]]>
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<![CDATA[According to seminal hypotheses in Second Language Acquisition (SLA), human learns language better in the early age. The learning was also tremendiously advanced when it is comnbined with technology and use familiar topic with the learners’ surrounding. The aforementioned are beneficial to ultimate English language learning pertinent to young learners. Given that rationale, the present community service aims to conduct a workshop for Junior High School teachers in Malang. The workshop was intended to give training to teachers on how to developed instructional materials amalgamated with techonology. The event was purposefully equipted teachers with technology savvy to design instructional materials development. The workshop activities comprise training presentation from experts, implementation consisting of designing and presenting materials and obtaining feedback, and evaluation. The evalution consisted completing reflective questionnaire and class observation. Based on the evaluation, teachers obtained ideas to digitalize their instructional materials, and based on the observation students were well engaged to the classroom activities. For those reasons, digitalizing instructional materials is beneficial for teaching young learners.]]>
<![CDATA[Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class ]]>
<![CDATA[Tyas, Peptia Asrining]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.379
<![CDATA[This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.]]>
