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All Journal MAJALAH ILMIAH PEMBELAJARAN INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan Bahasa Inggris Journal of English and Education Al Ishlah Jurnal Pendidikan Journal of English Language and Pedagogy ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Lingua Pedagogia Jurnal Masyarakat Madani Indonesia Educaniora: Journal of Education and Humanities Teaching English as a Foreign Language Journal ADJES (Ahmad Dahlan Journal of English Studies) ELLITE: Journal of English Language, Literature, and Teaching The Journal of English Literacy Education
Ella Wulandari
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Meningkatkan Profesionalisme Guru melalui Partisipasi Aktif di Seminar Menggunakan Modul Speaking Academically pada Workshop Academic Speaking bagi Guru SMP di kabupaten Sleman, Yogyakarta Wulandari, Ella; Supriyanti, Nury; Suharso, Suharso
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 21, No 1 (2017)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.371 KB) | DOI: 10.21831/ino.v21i1.13474

Abstract

Artikel in melaporkan kegiatan program Pengabdian pada Masyarakat (PPM) yang bertujuan untuk 1) memberi workshop yang melatikan kemampuan academic speaking para guru bahasa Inggris SMP 2) dan karenanya meningkatkan partisipasi guru dalam seminar baik nasional maupun internasional. Diharapkan dengan berpartisipasi dalam forum ilmiah, para guru tidak hanya dapat bertukar informasi dan inovasi dengan rekan pendidik tetapi juga berkesempatan untuk senantiasa memperbaharui kompetensinya dengan mengikuti perkembangan ilmu dalam dunia pengajaran bahasa Inggris yang dipresentasikan pada seminar baik di Indonesia maupun dunia. Peserta dalam kegiatan PPM ini adalah guru-guru bahasa Inggris SMP yang tergabung dalam MGMP Kabupaten Sleman DIY. PPM ini telah dilaksanakan pada 15 - 16 Agustus 2016 di FBS UNY.Metode yang diterapkan guna mencapai tujuan tersebut di atas adalah melalui workshop yang dilakukan dalam dua tahap yang menggunakan modul Speaking Academically sebagai sumber referensi. Modul Speaking Academically merupakan produk penelitian berbiaya DIPA FBS UNY yang telah terujicoba. Workshop yang dilakukan menggunakan langkah-langkah berupa presentation, practice dan production (PPP) atau presentasi, praktek dan produksi (simulasi). Pada langkah presentation, narasumber memberi pemodelan dan strategi penulisan karya ilmiah serta mendemonstrasikan bagaimana mempresentasikan karya ilmiah, menjadi moderator dan bertanya dalam suatu diskusi. Pada langkah practice, peserta berlatih secara berkelompok dengan dipandung oleh tutor dan narasumber. Pada langkah production, peserta memproduksi kemampuan yang telah diajarkan dengan melakukan simulasi berkelompok dan mini seminar. Langkah-langkah tersebut dilakukan selama dua tahapan workshop yang berlangsung selama dua hari. Pada workshop hari pertama peserta dilatih tentang teknik dan format penulisan karya ilmiah yang bertujuan membantu peserta memfinalisasi draft karya ilmiah yang telah dipersiapkannya untuk dipresentasikan pada tahap selanjutnya. Pada workshop hari kedua, peserta memasuki tahap kedua dimana peserta dilatih untuk mempresentasikan karya ilmiahnya dan mempraktikkan peran baik sebagai penyaji makalah, moderator maupun peserta dalam seminar. Kegiatan workshop diakhiri dengan evaluasi pelaksanaan PPM dimana peserta mengisi angket evaluasi dan juga menyampaikan kesan dan saran kepada narasumber secara langsung.Analisa hasil angket evaluasi menunjukkan bahwa kegiatan PPM ini dipandang guru sangat bermanfaat karena telah dapat meningkatkan ketrampilan guru dalam academic speaking dan karenanya perlu terus dilanjutkan. Selain itu, para guru mengaku menjadi lebih termotivasi untuk selalu meningkatkan profesionalisme mereka dengan berpartisipasi aktif dalam seminar.
Teachers’ Challenges and Strategies in Implementing Cooperative Learning in English Foreign Language Context Ainayya Nabilla; Sukarno; Ella Wulandari
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 2 (2025): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i2.3503

Abstract

Cooperative learning becomes an effective teaching and learning method if the teachers can face challenges by using appropriate strategies. This study aimed to describe the experiences of English teachers in implementing cooperative learning as a teaching and learning method. This study focused on most applicable cooperative learning methods, challenges, and strategies they used for overcoming the challenges itself. The researcher utilized qualitative methods with class micro-ethnography. Two English teachers selected by using purposive sampling with essential criteria applied ethical considerations. Employing a qualitative research design, data was gathered through semi-structured interviews consisting of six questions. The data were analyzed by utilizing thematic analysis. The result found that the participants could define the concepts of cooperative learning derived from their personal experiences. Both of them were focused on using Think-Pair-Share (TPS) as a cooperative learning method. All of the participants consistently answered TPS as the most important models to implement, applicable models, and the easiest model. Both of them had similarities and differences in answering challenges and strategies to overcome the difficulties they faced in the classrooms. The participants suggested exploring more Cooperative Learning models and practicing it into their English classrooms.
Pop-Up Books as Interactive Learning Media: Effects on Eighth-Grade Students' Reading Comprehension Skills Rafida Nurul Azizah; Ella Wulandari
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2029

Abstract

This study examined the effects of pop-up books as interactive learning media on eighth-grade students' reading comprehension skills. Employing a quasi-experimental nonequivalent comparison-group design, 66 eighth-grade students from a junior high school were divided into experimental (N=33) and control (N=33) groups. The experimental group received instruction using pop-up books, while the control group used conventional worksheets. Data were collected through pre-tests and post-tests, then analyzed using SPSS 22.00 with descriptive and inferential statistics. Results revealed significant differences between groups. The experimental group's mean score increased from 68.03 to 75.76, while the control group decreased from 73.03 to 68.48. Independent t-test results showed t(64)=2.809, p=0.007, indicating significant differences in reading comprehension skills between students taught using pop-up books and those using worksheets. These findings demonstrate that pop-up books effectively enhance students' reading comprehension through their interactive features, visual appeal, and multi-sensory learning experiences, thereby addressing student engagement challenges in narrative text comprehension.
Designing Reading Texts and Tasks for Differentiated Literacy Learning Ella Wulandari; Sukarno Sukarno
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 1 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i1.38

Abstract

This paper presents the findings of the research stage of the research and development project in developing levelled reading tasks for secondary school learning of English. The participants included 305 students and 9 English teachers in 5 schools in Yogyakarta. A needs survey was administered to explore students and teachers’ target and learning needs for reading instructions. A focus-group discussion with the teachers was held to provide confirmation to the results of needs analysis. The findings indicated that both student and teacher participants viewed text comprehension as the foundational skill that improves literacy and hence reading texts (input) must be comprehensible for students to benefit from the activities of reading (procedure). Glossed texts between 250 – 350 words length are most-opted and discussing the text is the most preferred literacy engagement. The students also perceived themselves as an active reader who seeks for meaning clarification either with peers or independently. This view aligned with the teachers’ inclination for promoting higher level reading processing to support literacy. Implications for equipping teachers with text and task adaptation skills to promote higher-level literacy are discussed.
Exploration of collaborative partnership models for sustainable teacher education in Indonesia Wulandari, Ella; Moss, Julianne; Ure, Christine
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2164

Abstract

Research has shown that the link between coursework preparation and field experience is strong when future teachers work collaboratively with mentor teachers in practicum settings. Collaborative teaching is much needed as future teachers navigate classroom challenges in both online and offline learning. Collaborative teaching is however often seen only as practicum school’s responsibility and not a joint activity with shared goals between university and school that partner to prepare future English language teachers. This paper explores the perspectives of school and university based on the interviews with university supervisors and mentor teachers and related teaching documents. The data were gathered during a six-month practicum implementation in five public schools in Yogyakarta, Indonesia. Guided by Cultural-Historical Activity Theory, a thematic analysis was done to identify points of differences and similarities in the belief and practice of the supervisors and mentor teachers. The results showed that (mis)alignments of the objects, tools, rules, values and roles hamper the goals of the university and school partnership for preparing future teachers. Following CHAT framework, the study recommends that school and university need to align their expectations (object) from practicum activities and set consistent teacher preparation programs (tools, rules) across university and schools.
Transforming Writing Abilities Through Cooperative Learning Interventions at Senior High School Muhammad, Izza Nurbaladin; Triastuti, Anita; Wulandari, Ella
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16140

Abstract

This study aims to investigate the effectiveness of cooperative learning in improving the narrative text writing skills of EFL. high school students. A Classroom Action Research (CAR) design following the Kemmis and McTaggart model was employed, consisting of two cycles with two meetings each. The participants were 35 students (8 males and 27 females) from class XI IPA 2 at SMA Ali Maksum Krapyak, Yogyakarta. Data were collected using a writing assessment rubric developed by Jacobs et al. (1981), evaluating content, organization, vocabulary, language use, and mechanics alongside classroom observation sheets. Scores were analysed using descriptive statistics, including mean calculation, KКМ attainment percentage, and improvement percentage formulas, supplemented by qualitative observation data. The results showed a consistent and significant improvement across both cycles: the mean score rose from 61.57 (Cycle 1 pre-test) to 73.29 (Cycle 1 post-test), and further from 75.14 (Cycle 2 pre-test) to 81.71 (Cycle 2 post-test), yielding a total gain of 20.14 points. Qualitative findings also revealed improved student engagement, collaboration, and peer feedback skills. These results confirm that cooperative learning, implemented with structured roles and progressive scaffolding, is an effective strategy for developing writing competence in EFL senior high school classrooms.
Co-Authors Ainayya Nabilla Anita Triastuti Darmono Dewi, Ni Luh Putu Meka Ena Noveria Ermawati Arief Ilma, Awla Akbar Joko Priyana Moss, Julianne Muhammad, Izza Nurbaladin Nazira, Arni Ni Luh Putu Eka Sulistia Dewi Novia Tri Ramadani Nunik Sugesti Nurdiyanto, Heri Nury Supriyanti Palupi, Diah Praptiwi, Wahyu Kharina Rafida Nurul Azizah Ramadani, Novia Tri Sudaryono Sudaryono Sugirin Sugirin Sugirin Sugirin Suharso Suharso Sukarno Sukarno Sukarno Susanto, Tofan Tressyalina Tressyalina Ure, Christine