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All Journal ELLITE: Journal of English Language, Literature, and Teaching JURNAL CEMERLANG: Pengabdian pada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Language and Education New Language Dimensions The Journal Of English Teaching For Young And Adult Learners ENJEL: English Journal of Education and Literature Studies in English Language and Education National Multidisciplinary Sciences Pubmedia Jurnal Pendidikan Bahasa Inggris Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Jurnal Teknologi Pendidikan Sadewa: Jurnal Pengabdian Masyarakat
Indri Astutik
Perencanaan Wilayah dan Kota, Institut Teknologi Nasional, Malang
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UNDERSTANDING NEUROSCIENCE, HOW THE BRAIN WORKS, AND THE IMPLICATION ON GRAMMAR TEACHING AND LEARNING Astutik, Indri; Jonathans, Peggy Magdalena; Ratri, Devinta Puspita; Devanti, Yeni Mardiyana
ELLITE Vol 8, No 1 (2023): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v8i1.10063

Abstract

One of the human attributes is the ability to process language.  Over the last few decades, we have learned a lot more about its neurological foundation that specific linguistic functions are believed to be supported by various brain’s sections in left and right hemispheres. However, studies have shown that language comprehension and grammar depend on other areas of the brain outside the so-called Broca's region, which corresponds to Brodmann areas 44 and 45. It has been linked to an expanded brain activity including BA44, BA45, and BA47, the anterior insula (BA13), the mesial part of the supplementary motor area (the lateral expansion of BA6), and the bottom layer of the forebrain. Studies have also exposed the brain’s memory systems in language learning, storage, and usage, which are called as declarative/procedural memory systems. Further, studies have unveiled that these declarative/procedural memory systems can be enhanced through interventions. Thus, understanding these issues is advantageous for language teachers/instructors to know how the brain works in learning a language and its grammar, which is vital to have effective teaching and learning. Such understanding may lead teachers to develop their syllabus and materials, select strategies and methods, and design various class activities that result in effective learning.
Meningkatkan Kemampuan Berbicara Siswa Kelas XI PM 1 dengan Strategi Pembelajaran Berdiferensiasi Sada, Siti Haluma; Astuti, Eko Widdy; Astutik, Indri
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 1 No. 2 (2024): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v1i2.58

Abstract

It is common knowledge that graduates of vocational schools (SMK) are oriented toward the working world. Undoubtedly, English is highly essential to support the competence of these graduates. However, regrettably, English remains a daunting challenge, especially when it comes to speaking skills. Therefore, differentiated learning is of great importance to be implemented. Differentiated learning is a teaching strategy oriented toward the learning needs of students. In this research, the researcher employed differentiated learning, focusing on differentiating content, processes, and environments, with reference to addressing various learning styles. The aim of this research was to enhance the speaking skills of the 11th-grade PM 1 class using differentiated learning. The study utilized the Class Action Research (CAR) method, consisting of two cycles. Each cycle encompassed four stages: planning, acting, observing, and reflecting. Collaborative action research was conducted, involving the collaboration of the researcher and an English teacher serving as a mentor. Data collection involved tests, observations, and presentation assessments. The data analysis employed quantitative descriptive analysis, which presented the results in a descriptive form for quantitative data. Based on the research conducted, it was found that students' speaking skills were very low. In the pretest stage, their average score was 60. In the first cycle, there was an improvement to 70, and in the second cycle, there was a further increase to 85. From these results, it can be concluded that the use of differentiated learning is highly effective in improving the speaking skills of SMK Negeri 1 Banyuwangi 11th-grade PM 1 students.
The Effect of Pick, List, Evaluate, Active, Supply, End (PLEASE) Strategy on Students’ Writing Ability in Developing Descriptive Paragraphs Sari, Suci Anjar; Fatkurochman, Henri; Astutik, Indri
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.413

Abstract

The purpose of this study was to look into the effect of the PLEASE (Pick, List, Evaluate, Activate, Supply, and End) approach on the development of paragraph writing skills. It attempted to look into the effect. In previous study, the research was conducted in areas outside East Java and this research was conducted in the area of East Java, to be precise at SMP Negeri 2 Genteng, Banyuwangi. Seventy-three EFL students from SMP Negeri 2 Genteng took part in the study and were divided into experimental and control groups. The researchers used a pre- and post-test on both groups to achieve the study's goal. The research was analyzed by comparing the pre-test and post-test of both group by using normality test, homogeneity test and independent sample t-test. The findings of the data analysis revealed that the PLEASE method had a significant effect on developing paragraphs.
Challenging Aspects of Teaching Writing through Online Learn-ing at Senior High School Anugrah, Syahvira Zakiyyah Azmi; Devanti, Yeni Mardiyana; Astutik, Indri
National Multidisciplinary Sciences Vol. 2 No. 2 (2023): Proceeding SIGMA-1
Publisher : Universitas Muhammadiyah Jember

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Abstract

Writing is one of the most important skills that English students need to master. Writing is a difficult skill to master due to the lack of vocabulary, grammar, and ideas. The research design is a mixed method (Qualitative quantitative research). Data collected in two ways: Conduct a questionnaire in the form of Google forms application and interview with the teachers through Goggle Meetings. This research is dealing with four respondents from two different schools. This research proposes the question, “What are the challenging aspects faced by English teachers in teaching writing descriptive text and how do they encounter them?”. Based on the data, in the face of poor communication and lack of motivation, they provide platforms and applications for teachers to monitor and ensure good communication with students using Google Classroom and WhatsApp. Teachers also encourage students to follow up by providing the teachers’ number so that they can chat privately with the teacher if they do not understand the material or the assignment. Due to a lack of financial resources and lack of access mainly to internet data, the teachers gave the students some time to complete their assignments and suggested they use the school’s Wi-Fi.
Teknik Mind Mapping untuk Meningkatkan Keterampilan Menulis Teks Deskriptif pada Peserta Didik Kelas VII di SMP Negeri 1 Glenmore Faiqoh, Elok; Yuliastri, Windriyani; Astutik, Indri
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.75

Abstract

Teknik mind mapping merupakan pendekatan pembelajaran inovatif yang dapat mengembangkan ide-ide secara kreatif. Penelitian ini bertujuan untuk mengetahui mind mapping untuk meningkatkan keterampilan menulis teks deskriptif pada peserta didik kelas VII di SMP Negeri 1 Glenmore. Metode yang digunakan dalam penelitian ini Classroom Action Research (CAR) atau penelitian tindakan kelas dengan melaksanakan 2 siklus yang setiap siklusnya terdiri dari 2 kali pertemuan. Dari hasil penelitian, peneliti menemukan bahwa teknik mind mapping dapat meningkatkan keterampilan menulis teks deskriptif peserta didik. Melalui nilai rata-rata peserta didik sebelum dan sesudah diajar menggunakan teknik mind mapping menunjukkan bahwa sebelum tindakan (58,81), tindakan siklus I (67,40), dan tindakan siklus II (71,14). Maka dapat disimpulkan bahwa terdapat peningkatan pada keterampilan menulis teks deskriptif peserta didik. Dapat disimpulkan bahwa pembelajaran Bahasa Inggris dengan penerapan teknik mind mapping untuk meningkatkan keterampilan menulis teks deskriptif memiliki dampak signifikan pada hasil belajar peserta didik kelas VII di SMP Negeri 1 Glenmore.
Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard Safitri, Anggun Nirmala; Miunadiroh, Anisatul; Astutik, Indri
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.79

Abstract

Di jenjang sekolah dasar, Bahasa Inggris tidak lagi menjadi mata pelajaran yang wajib diajarkan. Pada beberapa sekolah, Bahasa Inggris hanya menjadi muatan lokal. Akibatnya saat masuk ke jenjang sekolah menengah, siswa hampir tidak memiliki pengetahuan tentang bahasa inggris. Begitu juga di SMP 1 Kabat. Pengetahuan siswa tentang kosa kata bahasa inggris sangat rendah. Oleh sebab itu, pengajaran vocabulary menjadi sangat penting karena penguasaan vocabulary merupakan dasar dari pembelajaran 4 kompetensi bahasa inggris lainnya. Penelitian ini bertujuan untuk meningkatkan partisipasi dan penguasaan vocabulary siswa SMP 1 Kabat Kelas 7A menggunakan media Flashcard. Penelitian ini menggunakan metode Class Action Research (CAR) yang terdiri dari dua siklus dan dalam setiap siklusnya terdapat 4 tahapan yaitu planning, acting, observing and reflecting. Penelitian tindakan kelas yang dilakukan adalah PTK kolaboratif yang berarti siswa bekerja sama dengan guru bahasa inggris. Peneliti menggunakan tes, observasi dan kuesioner untuk mengumpulkan data. Untuk menganalisis data, peneliti menggunakan analisis deskriptif kuantitatif dan deskriptif kualitatif. Berdasarkan penelitan yang telah dilakukan, didapatkan bahwa persentase partisipasi siswa dalam proses pembelajaran pada siklus 1 dan 2 adalah 76,67% dan 86,67%. Sedangkan untuk hasil belajar pada siklus pertama adalah 57% sehingga belum memenuhi target kelulusan. Namun pada siklus kedua mengalami kenaikan menjadi 80%, melampaui target miinimal yaitu ≥75%. Berdasarkan hasil yang didapatkan dari penelitian, dapat disimpulkan bahwa penggunaan media Flashcard sangat efektif untuk meningkatkan partisipasi dan penguasaan vocabulary siswa SMP 1 Kabat kelas 7A.
Using Grammarly Software to Check the Problems in Essay Writing: EFL Pre-service Teachers’ Perceptions Wulandari, Sintya; Laeli, Anita; Astutik, Indri
New Language Dimensions Vol. 5 No. 1 (2024): New Language Dimensions, June 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n1.p12-22

Abstract

This research aims to investigate pre-service teachers' perceptions of using Grammarly software to help them check their essays' problems. The study considers the widespread use of AI in English language learning, particularly in writing. The research method used in this paper was a quantitative survey. The instrument used was a questionnaire. 36 English Pre-service teachers from two state universities and one private university in Jember were involved in this study. The findings show a positive response based on five aspects of perception: belief, knowledge, feeling, interest, and motivation. Based on the data, 18-24 participants agree, and 2-12 participants strongly agree with the statement. This data means that more than half of the respondents positively perceive using Grammarly software in essay writing. The belief aspect is the highest frequency (65.3% of respondents agree). This data means that students mostly believe that using Grammarly can help them improve their writing skills and solve their writing problems. On the other hand, the motivation aspect received the lowest response, with less than half (48.6%) agreeing. Therefore, this study recommends that English language education programs emphasize the importance of AI in learning, particularly Grammarly.
Guru Sebagai Agen Perubahan: Sosialisasi Kompetensi PSE Dalam Pendidikan Karakter Astutik, Indri; Ali Vardhani, Eka Nova; Kusuma Wardani, Debby Murni
JURNAL CEMERLANG: Pengabdian pada Masyarakat Vol 7 No 1 (2024): JURNAL CEMERLANG: Pengabdian Pada Masyarakat
Publisher : LP4MK STKIP PGRI Lubuklinggau

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

Abstract

Artikel ini membahas pelaksanaan Pembelajaran Sosial Emosional (PSE) dalam meningkatkan praktik pembelajaran guru sekolah menengah kejuruan, dengan fokus pada integrasi kompetensi PSE untuk membangun karakter siswa. Sosialisai yang berlangsung selama satu hari, yang diselenggarakan di SMK Muhammadiyah 4 Kalisat Jember, bertujuan untuk meningkatkan pemahaman guru mengenai lima kompetensi inti PSE: kesadaran diri, manajemen diri, kesadaran sosial, keterampilan hubungan, dan pengambilan keputusan yang bertanggung jawab. Sesi ini mencakup pemaparan teori, tanya jawab dan diskusi, simulasi, dan aktivitas reflektif untuk membantu guru menerapkan kompetensi-kompetensi tersebut di kelas. Hasilnya menunjukkan peningkatan signifikan dalam pemahaman dan kesiapan guru untuk mengintegrasikan PSE dalam praktik pembelajaran mereka. Namun, tantangan terkait keterbatasan waktu dan dukungan berkelanjutan menunjukkan perlunya pelatihan lanjutan dan pendampingan terus-menerus untuk memastikan penerapan PSE yang berkelanjutan di kelas. Inisiatif ini terbukti efektif dalam menciptakan lingkungan belajar yang positif dan mendukung perkembangan emosional dan sosial siswa, yang pada gilirannya berkontribusi pada pembentukan karakter mereka secara keseluruhan.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
An Analysis on Cohesive Devices of Students’ Recount Paragraphs Writing Lestari, Feby Tri; Astutik, Indri; Werdiningsih, Indah
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 1 No. 1 (2023): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v1i1.14

Abstract

Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.
Co-Authors Ali Vardhani, Eka Nova Anggun Nirmala Safitri, Anggun Nirmala Anita Fatimatul Laeli Anugrah, Syahvira Zakiyyah Azmi Astuti, Eko Widdy Bambang Yudi Cahyono Devanti, Yeni Mardiyana Devinta Puspita Ratri Elok Faiqoh Fatkurochman, Henri Harfal, Zaldi Iman sari, Asri Jonathans, Peggy Magdalena Kusuma Wardani, Debby Murni Lestari, Feby Tri Miunadiroh, Anisatul Nurkamilah, Nurkamilah Oktarini, Widya Putri, Preti Precillia Rasuki, Muhlisin Ririn Handayani Sada, Siti Haluma Sari, Suci Anjar Siusana Kweldju Sugeng, Santoso Syarif, Tengku Intan Suzila Tengku Utami Widiati Vincha, Villia Wulandari, Sintya Yuliastri, Windriyani