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LESSON STUDY AS A PLATFORM FOR ENGAGING SPEAKINGLECTURERS IN DOING TEACHER PROFESSIONAL DEVELOPMENT Luthfiyyah, Roghibatul
Perspective Jurnal Pendidikan Bahasa Inggris Vol 2, No 2 (2015): Perspective Volume 2, Number 2, Mei 2015
Publisher : Perspective Jurnal Pendidikan Bahasa Inggris

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Abstract This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This studyprovides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification. Keywords: Lesson Study, Teachers Professional Development, Prolonged Engagement

RISK-TAKING, SPEAKING ABILITY, AND AUSTRALASIAN PARLIAMENTARY DEBATE; DO THEY REALLY APPERTAIN? ., Roghibatul Luthfiyyah
Perspective Jurnal Pendidikan Bahasa Inggris Vol 2, No 1 (2014): Perspective Volume 2, Number 1, September 2014
Publisher : Perspective Jurnal Pendidikan Bahasa Inggris

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ABSTRACT The purposes of this study are: (1) to find out whether there is any positive correlation between risk-taking and Australasian Parliamentary English Debate; (2) to find out whether there is any positive correlation between speaking ability and Australasian Parliamentary English Debate; (3) to find out whether there is any positive correlation between risk-taking, speaking ability, and Australasian Parliamentary English Debate of the fifth semester students of English Education Department of Unswagati in academic year 2014-2015. This research is carried out at English Education Departmen of Unswagati Cirebon. This research was conducted in 3 months, from January to March 2015. The population of this research was the fifth semester students of English Education department of Unswagati Cirebon. There were 80 students taken as sample for this study using random sampling technique. The data used for this study were collected using performance tests and questionnaire. The data gained from questionnaire and tests were then being analyzed using simple correlation and multiple linier regression. Based on the result of the study, it can be concluded that: (1) there is significant positive correlation between risk-taking and Australasian Parliamentary English Debate (r_x1y = 0.229 > r_table = 0.220); (2) there is significant positive correlation between speaking ability and Australasian Parliamentary English Debate (r_x1y = 0.740 > r_table = 0.220); (3) there is significant positive correlation between risk-taking, speaking ability, and Australasian Parliamentary English Debate of the fifth semester students of English Education Department of Unswagati in academic year 2014-2015 (F-observation = 48.425 > F-table = 3.11). Therefore, the studentsâ risk-taking and speaking ability should be maintained and elevated to develop studentsâ performance in conducting Australasian Parliamentary Debate. Keywords: Correlation, Risk-Taking, Speaking Ability, Australasian Parliamentary Debate

METACOGNITIVE AS ONE OF THE STRATEGYIN TEACHING READING COMPREHENSION Luthfiyyah, Roghibatul; Perdani, Laena Kusuma
ELT Perspective Jurnal Pendidikan Bahasa Inggris Vol 1, No 2 (2014): Perspective Volume 1, Number 2, Mei 2014
Publisher : ELT Perspective Jurnal Pendidikan Bahasa Inggris

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ABSTRACT This study aims at investigating further about the effectiveness of Metacognitive Strategy implementation for studentsâ reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the studentsâ responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension. Keywords : Metacognitive Strategy, KWL Chart, Reading Comprehension

Risk-Taking, Speaking Ability, and Australasian Parliamentary Debate; Do They Really Appertain? Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 1 (2014)
Publisher : Universitas Swadaya Gunung Jati

The purposes of this study are: (1) to find out whether there is any positive correlation between risk-taking and Australasian Parliamentary English Debate; (2) to find out whether there is any positive correlation between apeaking ability and Australasian Parliamentary English Debate; (3) to find out whether there is any positive correlation between risk-taking, speaking ability, and Australasian Parliamentary English Debate of the fifthh semester students of English Education Department of Unswagati in academic year 2014-2015.This research is carried out at English Education Department of Unswagati Cirebon. This research was conducted in 3 months, from January to March 2015. The population of this research was the fifth semester students of English Education Department of Unswagati Cirebon. There were 80 students taken as sample for this study using random sampling technique. the data used for this study were collected using performance tests and questionnaire. The data gained from questionnaire and tests were then being analyzed using simple correlation and multiple linier regression.Based on the result of the study, it can be concluded that: (1) there is significant positive correlation between risk-taking and Australasian Parliamentary English Debate.

Extensive Listening Activities of EFL Learners in Higher Level of Education Wahidah, Farah Sukmawati; Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v6i2.1577

Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed youtube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.

Metacognitive as One of the Strategy in Teaching Reading Comprehension Luthfiyyah, Roghibatul; Perdani, Laena Kusuma
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v1i2.1621

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.

Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015)
Publisher : Universitas Swadaya Gunung Jati

This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.

EFL secondary teachers’ assessment literacy: Assessment conceptions and practices Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.

Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers Roghibatul Luthfiyyah; Aisyah Aisyah; Gunadi Harry Sulistyo
EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021
Publisher : Universitas Islam Sultan Agung

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students’ performance, particularly on language accuracy. The further implications are discussed in this paper.

EFL secondary teachers’ assessment literacy: Assessment conceptions and practices Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.

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