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All Journal TARBIYA : Journal Education in Muslim Society ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JEELS (Journal of English Education and Linguistics Studies) Muslim Education Review NOBEL : Journal of Literature and Language Teaching
Maya Defianty
Institut Sains Dan Bisnis Atmaluhur
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Investigation into Netizen Comments on Indonesian Prominent Leaders’ Instagram Posts And Language Learning Implications Didin Nuruddin Hidayat; Yudi Septiawan; Maya Defianty; Agus Sufyan; Ismalianing Eviyuliwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.967 KB) | DOI: 10.30762/jeels.v9i1.4080

Abstract

Instagram serves as an example of the most famous social media platforms. Instagram, particularly for the executives, can favorably relate connections among politicians, voters, and other supportive or contending parties. The current research aimed to analyze the form of social criticism delivered by netizens on the comments towards three Indonesian politicians' Instagram posts, namely Anies Baswedan, Ridwan Kamil, and Ganjar Pranowo, who have millions of followers putting concerns towards what they did on Instagram. Besides, the research also aimed to identify some pedagogical implications of Instagram on language learning. A qualitative approach was employed to uncover the three dimensions of the discourse: positivism-empiricists, constructivism, and critical into one analysis unit or social cognition. The research found that netizens' comments were in line with the status postings of each of the governor published on Instagram, focus on the three governors' performance during their tenure, and affected by the background of the supporting parties. This research supports the idea that Instagram is a viable means of language learning because it can provide a meaningful context to learn a language.
Beating Barriers to Formative Assessment in a Testing-Oriented Nation Defianty, Maya; Wilson, Kate
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 11 NO. 1 2024
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v11i1.40391

Abstract

AbstractIndonesia has a been a testing-oriented country since its inception. Yet, over the past decade, assessment policies in Indonesia have gradually strengthened their emphasis on formative assessment. In general, Indonesian teachers’ understanding of formative assessment is still relatively modest; in fact, some teachers still consider formative assessment to be challenging, if not impossible.  Nevertheless, others have embraced the concept and have managed to overcome the barriers of large classes, limited time, and the long-standing culture of high-stakes testing.  This article aims to provide examples of good practice in formative assessment in ELT.  We present the results of a multiple case study, involving eight ELT senior high school teachers representing various learning contexts in Indonesia. Drawing on data from interviews and classroom observations, the study revealed that these teachers recognized the barriers in implementing formative assessment deriving from limited time and large classes, yet they were able to overcome these barriers by using teaching modifications and technological tools as solutions to applying formative assessment. This study highlights the pivotal role of teachers’ assessment literacy to enhance and reap the benefits from formative assessment. AbstrakIndonesia telah menjadi negara yang berorientasi pada ujian sejak awal berdirinya. Tetapi, selama dekade terakhir, kebijakan penilaian di Indonesia secara bertahap semakin menekankan pada penilaian formatif. Secara umum, pemahaman guru-guru Indonesia tentang penilaian formatif masih relatif terbatas; faktanya, beberapa guru masih menganggap penilaian formatif sebagai hal yang menantang, bahkan tidak mungkin dilakukan. Meskipun demikian, beberapa guru telah menerima konsep ini dan berhasil mengatasi hambatan seperti kelas yang besar, waktu yang terbatas, dan budaya ujian berisiko tinggi yang telah berlangsung lama. Artikel ini bertujuan untuk memberikan contoh praktik baik dalam penilaian formatif dalam pengajaran Bahasa Inggris. Kami menyajikan hasil studi multi-kasus, yang melibatkan delapan guru Bahasa Inggris sekolah menengah atas yang mewakili berbagai konteks pembelajaran di Indonesia. Berdasarkan data dari wawancara dan observasi kelas, studi ini mengungkapkan bahwa para guru ini menyadari hambatan dalam menerapkan penilaian formatif yang berasal dari waktu yang terbatas dan kelas yang besar, namun mereka mampu mengatasi hambatan tersebut dengan menggunakan modifikasi pengajaran dan alat teknologi sebagai solusi untuk menerapkan penilaian formatif. Studi ini menyoroti peran penting literasi penilaian guru untuk meningkatkan dan memetik manfaat dari penilaian formatif. How to Cite: Defianty, D., Wilson, K. (2024). Beating Barriers to Formative Assessment in a Testing-Oriented Nation. TARBIYA: Journal of Education in Muslim Society, 11(1), 1-12. doi:10.15408/tjems.v11i1. 40391.
Embedding Automated Writing Evaluation in Providing Formative Feedback Defianty, Maya; Zulfa, Siti; Mulyati, Yatni Fatwa
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.155-170

Abstract

The pivotal role of feedback in improving students’ writing competence has been undeniable, yet there has not been any agreement about how feedback can improve learning. The advancement of technology has opened opportunities to give feedback facilitated by technology, commonly referred to as Automated Writing Evaluation (AWE). AWE-based applications help produce effective feedback mostly because they are friendly. Several studies have documented that several AWE-based applications can potentially improve students’ writing skills. Nevertheless, effective feedback constitutes more than timely feedback. AWE-based applications cannot attain other factors, such as ongoing and goal-oriented. In other words, an AWE-based application is merely a form of feedback, such as comments and scores. Therefore, improving students’ writing competence cannot rely solely on AWE-based applications. The AWE-based application should be framed in the process of feedback provision that aims to improve learning, known as formative feedback. This paper elaborates on how AWE can be framed in formative feedback. The concept of formative feedback and the writing process will be discussed thoroughly before discussing how AWE tools can be embedded in formative feedback during the writing process.
Implementing Religious Moderation Values at Islamic Schools in Indonesia Zulfa, Siti; Defianty, Maya; Mulyati, Yatni Fatwa
Muslim Education Review Vol. 4 No. 1 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i1.449

Abstract

Religious diversity in Indonesia demands its citizens to be moderate as they encounter religious affairs in society. Educators have made substantial efforts in many contexts, including in Madrasah Aliyah, to enable students to embrace the values of religious moderation not only in academic settings but also on a daily basis. This study aims to identify how a Madrasah Aliyah promotes religious moderation values, including students’ responses towards the notion. This study used a qualitative approach and case study design. The research instruments used questionnaires and semi-structured interviews. This study was situated in the scope where the school implements Islamic concepts in learning, which involved a teacher and 32 students. The data for this study is gathered from questionnaires and interviews. The study found that the values of religious moderation are promoted through learning activities supported by the school’s system. Being fair, tolerant, respecting differences, helping others, being honest, humble, cooperative, peaceful, responsible, and being a role model are religious moderation values promoted by the school. These values are embedded in all stages of learning. Also, this study discovered that teachers and students have implemented religious moderation values during teaching and learning. This study has shed light on how religious moderation values can be implemented in Madrasah Aliyah, and students can integrate those values into academic and actual life conditions.
English Language Teachers’ Understanding and Implementation of Self-Assessment: A Multiple Case Study Ariyanti; Fitriyah, Nailiyatul; Defianty, Maya
English Education:Journal of English Teaching and Research Vol 10 No 1 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i1.23874

Abstract

This case study investigates English language teachers’ understanding and implementation of self-assessment (SA) in elementary, junior high, and senior high school levels. The research focuses on exploring how English teachers’ understanding of SA and how SA is applied in classroom settings. Data were collected through interviews and classroom observations involving five English teachers from a private school in East Jakarta, selected through purposeful sampling to capture diverse teaching experiences and grade levels. The findings indicate that all participants demonstrated a clear understanding of SA, its classroom implementation varied. Factors such as student age influenced the adaptation of SA practices, with younger learners requiring more guided approaches. Additionally, the frequency of SA use ranged from regular integration throughout lessons to limited use at the end of the term. These insights suggest areas for improvement, such as promoting more consistent use of SA throughout the learning process. The study offers practical examples of how English language teachers incorporate SA, providing guidance for educators aiming to enhance student engagement and autonomy through reflective learning practices.
Co-Authors Ariyanti Fitriyah, Nailiyatul Hidayat, Didin Nuruddin Ismalianing Eviyuliwati Mulyati, Yatni Fatwa Siti Zulfa, Siti Sufyan, Agus Wilson, Kate Yudi Septiawan