Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Wiralodra English Journal (WEJ) International Journal of Pedagogical Language, Literature, and Cultural Studies
Henny Iswati
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
EFFECTIVENESS OF METACOGNITIVE READING STRATEGY IN NARRATIVE TEXT OF GRADE 9 FOR INDONESIAN EFL SECONDARY LEARNERS Henny Iswati; Ardhelia Cintara Dwiki Frendy
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.173

Abstract

During the past decades, the teaching reading has paid a great attention among the scholars in EFL context. Numerous research has been undertaken in particular how the effective of teaching reading. However, relatively few of studies report on the examining metacognitive strategy in teaching reading. To fill this gap, this study is aimed to examine the effectiveness of metacognitive strategy in teaching reading situated in secondary school context. Grounded in quantitative approach with the One-Shot case study design using a Likert-scale questionnaire by Mokhtari and Sheorey (2002). The subjects of this study were 34 students of 9th-grade junior high school at one of the best schools in Surabaya, East Java. The results of this study show that there is 44.12% percent or 15 students have implemented part of this metacognitive reading strategy, namely Global Reading Strategies (GLOB) when reading narrative texts, both Local and Western stories and also the effectiveness of this strategy around 75.55 (SD = 6.8) in the control class and 81.11 (SD = 3.9) inside the experimental class. Drawing on the findings, this study implied that metacognitive strategy can be adopted in the teaching reading in secondary school context.
Dynamic Pedagogy for Critical Thinking: A Narrative Inquiry in Digital EFL Reading Henny Iswati; Ahmad Munir; Him’mawan Adi Nugroho
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.49

Abstract

This study aimed to capture the dynamic pedagogy of two Indonesian EFL lecturers to scaffold students’ critical thinking in digital reading. Driven by Clandinin’s (2000) narrative inquiry model, this study employed semi-structured interviews to investigate the development of teaching practices, student engagement with digital technology, and the promotion of dialogic teaching processes. This study found through thematic analysis that there were three main components of dynamic pedagogy: (a) Temporal scaffolding, namely, developing critical thinking via sequenced tasks designed to increase task difficulty progressively; (b) Mediating spaces, namely, creating critical spaces through digital media, including online platforms such as Google Docs and Padlet; and (c) Relational feedback - developing critical thinking via dialogic interaction to promote metacognitive thinking. Although uneven digital expertise and institutional support were difficult, the participants were flexible and shaped their pedagogy to account for the (critical) literacy demands of the students. This research contributes to the literature on EFL digital pedagogy by highlighting the teacher’s role in facilitating critical thinking as an ongoing, complex, and contextually bound process. There are also pedagogical implications, such as integrating digital skills instruction, providing iterative feedback to students on their digital sources (both online and offline), and offering professional development in digital critical literacy pedagogy.
SNOWBALL THROWING TECHNIQUE IN TEACHING RECOUNT TO HELP STUDENTS’ READING COMPREHENSION IN JUNIOR HIGH SCHOOL Henny Iswati; Duita Cundharani Ridha
Wiralodra English Journal Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.233

Abstract

In language learning, reading is crucial for acquiring knowledge and seeking information. Nonetheless, some students may encounter difficulties when it comes to comprehending written texts. In this regard, implementing the Snowball Throwing Technique (STT) can facilitate the teaching and learning process by helping students comprehend the texts effectively. This study focuses on implementing the STT in teaching reading recount text to eighth graders and assesses students' responses to the technique and its impact on their comprehension. This research was conducted descriptively using qualitative design. While collecting data, the researchers did an observation, gave the students two tasks, and interviewed them. The instruments to collect the data are observation checklist notes and interviews. The findings indicate a successful implementation of the technique, with students showing a high level of understanding and expressing ease in comprehending the text. The significance of the study on STT is to offer English teachers valuable knowledge regarding its application for improving students' text comprehension. Furthermore, the researchers recommend future investigations to explore the implementation of STT not only in reading instruction but also across various language skills and sub-skills.
Co-Authors Ahmad Munir Ardhelia Cintara Dwiki Frendy Duita Cundharani Ridha Him’mawan Adi Nugroho