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Teaching Writing Using Electronic Portfolio in the Multimedia Lab at Widya Mandala Surabaya Catholic University Wuri Soedjatmiko; Johanes Leonardi Taloko
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
Publisher : TEFLIN

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This paper attempts to share the teaching of descriptive writing using electronic portfolio (e-portfolio) in the multimedia lab where students can write according to their own pace. Given indivi-dual electronic folders, they can continue writing whenever they want. The students can revise their first draft following comments given by the tutor or peers, or continue to the next assignment put in the tutors folder. Microsoft Word also provides tools, "track changes " and "insert and view comments", which enable students to freely and responsibly accept or reject suggestions given by the tutor. As a result, corrections, comments and revisions have caused improvements in describing things in more detailed ways, and less on the grammar and vocabulary mastery. However, only 25% of the students think their progress relates to an ability to better describe things; the rest believe their improvements are more in grammar and vocabulary mastery. E-portfolio provides a lot of practice, which enables the students to directly read comments and corrections given by the tutor and peers. Another significant finding is that the tutor must use various delivery techniques to cope with students different learning preferences.

PENERAPAN STRATEGI TEAM-PAIR-SOLO UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PESERTA DIDIK KELAS VII C SMP NEGERI 1 JATIREJO MOJOKERTO Yunita, Lifatur Rohmah; Afriliana, Ika; Taloko, Johanes Leonardi
977-2406-937
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Katolik Widya Mandala Madiun

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Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik khususnya meningkatkan kemampuan membaca peserta didik kelas VII C SMP Negeri 1 Jatirejo Mojokerto pada materi Asking and Giving Instructions/Directions menggunakan penerapan strategi Team-Pair-Solo. Subjek penelitian ini adalah seluruh peserta didik kelas VIIC SMP Negeri 1 Jatirejo Mojokerto, yang berjumlah 32 orang, yang terdiri dari 14 siswa laki – laki dan 18 siswa perempuan. Jenis penelitian ini adalah Penelitian Tindakan Kelas Kolaboratif (PTKK), di mana penelti bekerja sama dengan kolaborator yakni guru pengampu mata pelajaran bahasa Inggris pada kelas VII C SMP Negeri 1 Jatirejo Mojokerto. Penelitian ini terdiri dari tiga siklus. Untuk siklus pertama dan siklus kedua terdiri dari dua pertemuan, sedangkan untuk siklus ketiga terdiri dari satu pertemuan. Teknik pengumpulan data pada penelitian ini diperoleh melalui observasi, angket, dan juga tes akhir pada setiap siklus. Hasil belajar peserta didik dari mulai Siklus I ke Siklus II mengalami peningkatan sekitar 18,7%, dan untuk dari Siklus II ke Siklus III mengalami peningkatan sekitar 9,4%. Berdasarkan hasil yang diperoleh, maka dapat disimpulkan bahwa hasil belajar kemampuan membaca peserta didik pada materi Asking and Giving Instructions/Directions dapat ditingkatkan dengan menggunakan penerapan strategi Team-Pair-Solo di kelas VII C SMP Negeri 1 Jatirejo Mojokerto.

PENGGUNAAN TEKNIK MIND MAPPING UNTUK MENINGKATKAN KEMAMPUAN MENULIS TEKS PROSEDUR BAGI SISWA KELAS 7 SMPN 1 TURI LAMONGAN Khusnia, Alvin; Shofwan, Achmad; Taloko, Johanes Leonardi
977-2406-937
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Katolik Widya Mandala Madiun

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Penelitian ini bertujuan untuk mengetahui penggunaan teknik Mind Mapping dalam meningkatkan keterampilan menulis teks prosedur. Penulis menggunakan Penelitian Tindakan Kelas Kolaboratif yang terdiri dari 2 siklus. Penelitian dilaksanakan di SMPN 1 Turi Lamongan pada kelas 7G tahun akademik 2022/2023. Subjek penelitian terdiri dari 30 peserta didik. Berdasarkan hasil wawancara bersama guru bahasa Inggris, peserta didik memiliki kesulitan untuk menyusun langkah-langkah dalam teks prosedur secara runtut dan ketika proses menulis peserta didik seringkali menerjemahkan secara langsung dari bahasa Indonesia ke dalam bahasa Inggris, sehingga makna tulisan tidak dapat dipahami oleh pembaca. Penulis menggunakan teknik Mind Mapping dalam proses pramenulis agar peserta didik dapat lebih mudah menyusun teks prosedur secara runtut dan tepat. Berdasarkan hasil pretest dan posttest, peserta didik mengalami peningkatan yang signifikan dengan nilai rata-rata pretest 71,96 menjadi 74,9 pada posttest siklus 1. Hasil nilai rata-rata siklus 1 menunjukkan bahwa peserta didik belum mampu mencapai nilai ketuntasan minimum yaitu 75, sehingga penulis melanjutkan penelitian pada siklus 2 dan mendapatkan hasil yang signifikan yaitu 81,96. Dengan demikian, teknik Mind Mapping dapat meningkatkan keterampilan menulis teks prosedur bagi peserta didik.

Against All Odds: Exploring Indonesian Teachers’ Emotional Geographies in Online Teacher Professional Development Taloko, Johanes Leonardi
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1753

This study explores the emotional experiences of a successful Indonesian in-service EFL teacher participating in an online teacher professional development (OTPD) program amid the dual crises of the COVID-19 pandemic and Cyclone Seroja. While prior research has explored teacher emotions during emergency remote teaching, little is known about how teachers negotiate emotional resilience under simultaneous global and local disasters. Using narrative inquiry and Hargreaves’s emotional geography framework, data were collected through virtual interviews and messaging, and then analyzed thematically. The findings highlight five emotional dimensions—physical, moral, sociocultural, professional, and political—that shaped the teacher’s journey. Despite life-threatening challenges, the participant demonstrated emotional resilience through intrinsic motivation, strong social support, and deep religious faith. These coping strategies enabled him to continue his professional development against tremendous odds. This study emphasizes the significance of acknowledging emotional geographies in OTPD, particularly in disaster-prone regions. It offers practical implications for educational institutions and policymakers to enhance teacher well-being by fostering empathy, flexibility, and support systems in professional learning programs.

THE RELATIONSHIP BETWEEN PEER FEEDBACK AND EFL STUDENTS’ SPEAKING ANXIETY IN DEBATE AND PUBLIC SPEAKING CLASS Prasodjo, Bernadetha Ambarsari; Taloko, Johanes Leonardi
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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This study examines the relationship between peer feedback and speaking anxiety among EFL students in debate and public speaking classes. Using a quantitative correlational design, data were collected from 82 participants using the Peer-Feedback Orientation Scale (PFOS) and the Public Speaking Class Anxiety Scale (PSCAS). Spearman correlation analysis revealed no significant relationship between peer feedback and speaking anxiety (r = -0.027; p = 0.808). These results indicate that while peer feedback improves critical thinking, engagement, and language performance, it does not directly reduce speaking anxiety. A holistic approach combining peer feedback with anxiety-reduction strategies is recommended. Future research should explore the long-term effects of such interventions in diverse cultural contexts.

Teacher-Student Classroom Verbal Interaction in Intensive Course Classes of an English Department Student Vincentia S.H.S .; Johanes Leonardi Taloko
Magister Scientiae No. 29 (2011)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i29.585

An English education should be delivered using English to form an English atmosphere. In teaching-learning activity, so many interactions happen in the classroom, for example teacher-students, students-students, etc. Since Intensive Course becomes the foundation of the English Department students, how the interaction should be conducted, especially the verbal interaction should get a high attention. Realizing that classroom verbal interaction is important, the writers decided to do a study in it. In line with the introduction, the research questions raised in this study are: What forms of classroom verbal interactions were found in IC classes? Which form of classroom verbal interactions was most commonly used in IC classes? This research was a classroom ethnographic research applying a nonparticipant observation. The data of this study are gained by doing observations. Sitting at the back of the classroom observing the learning-teaching activities, recording the teachers’ and students’ talk secretly, and noting down and analyzing the classroom interaction were done to observe the classroom. Using the theory by Ur (1991), the writers found two forms of classroom interaction in Intensive Course; those were teacher active, students mainly receptive and student active, teacher mainly receptive. The most commonly used form was teacher active, students mainly receptive

English Language Use in English Classrooms in Dutch Secondary Education Schools Johanes Leonardi Taloko
Magister Scientiae No. 24 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i24.653

The Netherlands, like other European Union (EU) countries, concern about their education. They have been trying so hard to improve the quality of their education in all levels. In order to prepare their secondary school level students for internationalization among other EU members, they are interested in investigating what actually happens during the English lessons in all secondary school levels. By knowing all things they need to know, it is hoped that they can increase the quality of English lessons in those schools as well as the quality of student exchange program both inside and outside the country land. This study reports how much time Dutch teachers and students use English language during English lessons in VWO and VMBO.

PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS Manfredus Muliamarfan Mbangur; Johanes Leonardi Taloko; - Vincentia SHS
Magister Scientiae No. 46 (2019)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v2i46.2231

The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.

Against All Odds: Exploring Indonesian Teachers’ Emotional Geographies in Online Teacher Professional Development Taloko, Johanes Leonardi
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1753

This study explores the emotional experiences of a successful Indonesian in-service EFL teacher participating in an online teacher professional development (OTPD) program amid the dual crises of the COVID-19 pandemic and Cyclone Seroja. While prior research has explored teacher emotions during emergency remote teaching, little is known about how teachers negotiate emotional resilience under simultaneous global and local disasters. Using narrative inquiry and Hargreaves’s emotional geography framework, data were collected through virtual interviews and messaging, and then analyzed thematically. The findings highlight five emotional dimensions—physical, moral, sociocultural, professional, and political—that shaped the teacher’s journey. Despite life-threatening challenges, the participant demonstrated emotional resilience through intrinsic motivation, strong social support, and deep religious faith. These coping strategies enabled him to continue his professional development against tremendous odds. This study emphasizes the significance of acknowledging emotional geographies in OTPD, particularly in disaster-prone regions. It offers practical implications for educational institutions and policymakers to enhance teacher well-being by fostering empathy, flexibility, and support systems in professional learning programs.

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