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All Journal Jurnal Celtic Journal of English and Education ELT Echo IJIE (Indonesian Journal of Informatics Education) Jurnal Pengabdian Pada Masyarakat Linguistics and Elt Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Voices of English Language Education Society PrimaryEdu - Journal of Primary Education Indonesian TESOL Journal Refleksi Pembelajaran Inovatif PANYONARA: Journal of English Education Pioneer: Journal of Language and Literature Lingua Pedagogia Academic Journal Perspective : Education, Language, and Literature Unisia The Journal Of English Teaching For Young And Adult Learners
Astri Hapsari
Prodi Pendidikan Bahasa Inggris Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Student Teachers’ Experiences on Task-Based Language Teaching: A Narrative Inquiry Astri Hapsari; Miftah Haniful Ammar; Mohammad Izam Ghali
EDULANGUE Vol. 3 No. 2 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v3i2.1953

Abstract

Student Teacher Exchange in Southeast Asia (SEA Teacher) is a project providing opportunity for pre-service teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia. This study presents the experiences of four pre-service English teachers who enrolled in SEA Teacher internship program. The participants were interviewed and the data were analyzed via thematic narrative analysis. Research credibility was enhanced through multiple data sources including interview transcript, lesson plans, and student teachers’ report. The Findings revealed that soft or weak form of task-based language teaching (TBLT) was implemented, varying from those similar to traditional presentation-practice-production (PPP) paradigm, to stronger forms, such as task-supported language teaching. Strong forms of TBLT remained unproven due to students’ linguistic challenge.
Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities Astri Hapsari; Diah Agustina Ratu; Muhammad Mukhlas; Resnia Novitasari
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5140

Abstract

In English as a Foreign Language (EFL) context, pre-service English teachers need to develop their sense of identity in both real communities in society and online platforms.This study aims to analyse pre-service English teachers’ views on their engagement in LinkedIn-mediated early professional development activities . The data were collected through in-depth interviews. Three pre-service English teachers who enrolled in Teacher Professional Development coursework and engaged in LinkedIn-mediated activities during the coursework were invited to participate. Two themes emerged from the findings. The first is LinkedIn-mediated early professional development activities that raise awareness on developing current professional digital footprint. The second is  LinkedIn-mediated early professional development activities help them to figure out expected teacher-selves in the future. Implications for future pedagogical practicein the Teacher Professional Development coursework is that the activities involved in LinkedIn should be sustained and enhanced in order to support the pre-service English teachers to shape their professional identity as future English teachers.
Gamers' Experience on Incidental Language Learning by Playing Defense of the Ancient 2 Astri Hapsari; Rr Putri Intan Permata Sari; Burhanudin Rais
IJIE (Indonesian Journal of Informatics Education) Vol 2, No 2 (2018): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.135 KB) | DOI: 10.20961/ijie.v2i2.24156

Abstract

As information and communication technology (ICT) plays more important role in recent years, the use of ICT tools and media is more common in learning language. One of ICT media  that is promising for language learning is online games because they facilitate incidental language learning as they inherently form part of reading, listening, speaking, and writing. This case study aims to investigate the opinion of gamers about the use of online game Defense of the Ancient 2 (DoTA 2) to learn language. Data were collected through field observation, semi-structured interview, and documentation. Two participants were interviewed.  The findings of this research is that DoTA 2 supports incidental English language learning because it is easy to use and understand the langauge in the game platform;  the content encourages gamers to use English so that gamers learn new vocabularies and practice their English reading skill while playing; the social interaction through chat room and voice chat in planning strategies encorage gamers to communicate in English; the enjoyment from the motivation to win the game makes gamers practice English in team strategy discussion. However, DoTA 2 only focuses on the action of strategies to win the game rather than intended interaction to learn language.
Pelatihan Literasi Sumber dan Bahan Belajar di Internet bagi Guru PAUD di Kecamatan Ngaglik, Sleman Astri Hapsari; Resnia Novitasari; Hepi Wahyuningsih
Jurnal Pengabdian Pada Masyarakat Vol 3 No 2 (2018)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.702 KB) | DOI: 10.30653/002.201832.61

Abstract

TRAINING OF RESOURCE LITERACY AND LEARNING MATERIALS ON THE INTERNET FOR PAUD TEACHERS IN NGAGLIK DISTRICT, SLEMAN. Learning media and resources are parts of Early Childhood Education instructional design. Nowadays, learning media and resources include not only natural environment but also cyber space in internet. However, some Early Childhood Education teachers are not aware of the potential of using these learning media and resources in their teaching practice. Therefore, an in-house training of learning media and resources literacy was designed for Early Childhood Education teachers in District of Ngaglik, Sleman Regency. This training was attended by Rumah Anak Pintar Islami and Smart Child Al-Mubarok Pre-Schools. The outcome of the training was better understanding on learning media and resources in the internet which the teachers can use in their teaching practice.
EFL UNDERGRADUATE STUDENTS’ ONLINE SELF-REGULATED LEARNING STRATEGIES DURING COVID-19 PANDEMIC Genti Putri Dwi Redjeki; Astri Hapsari
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.21066

Abstract

This research aims to identify online self-regulated learning strategies of EFL undergraduate students during the COVID-19 pandemic. This research involved 81 EFL undergraduate students batch 2020 majoring in English Language Education in a private university in Indonesia. The Online Self-Regulated English Learning (OSEL) questionnaire adapted from (Zheng et al., 2016) was chosen as the instrument of this research. The questionnaire consists of 21 items. The findings reveal that EFL undergraduate students’ online self-regulated learning strategies employ five domains, namely (1) goal setting (M= 3.800, SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3) task strategies and time management (M= 3.365, SD= 1.062), (4) help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M= 3.784, SD= 0.968). EFL undergraduate students also perform high self-regulated learning strategies in the domain of environment structuring, particularly in arranging and determining the right place that supports learning English. However, they have low self-regulated learning strategies in task strategies and time management domains, particularly in preparing questions when learning English. Further researchers are recommended to look into the relationship between the amount of time undergraduate students spend learning English and their self-regulated learning strategies.
Implementasi pendekatan multiliterasi untuk pengajaran membaca dan menulis berbahasa inggris di matakuliah reading and writing for occupational purposes Astri Hapsari
Refleksi Pembelajaran Inovatif Vol. 1 No. 1 (2019): Volume 1 Nomor 1 Tahun 2019
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol1.iss1.art5

Abstract

Pendidikan bahasa di era masyarakat informasi (information society) telah berkembang dengan berubahnya paradigma tentang keberaksaraan (literasi). Seiring dengan pergeseran paradigma literasi menjadi literasi sebagai sebuah praktek sosial budaya, pendekatan yang umum digunakan untuk mengamati proses perkembangan literasi peserta didik dalam disiplin keilmuan pendidikan bahasa adalah pendekatan literasi yang berdasarkan teks atau genre yang disertai dengan pengajaran eksplisit mengenai struktur teks, fitur-fitur linguistik dan hubungan antar teks dan tujuan-tujuan sosial budaya (de Silva Joyce & Feez, 2016). Selain itu, information society juga membuat peserta didik dalam disiplin keilmuan pendidikan bahasa harus mampu memahami sejumlah modalitas pembentukan makna dalam komunikasi di lingkungan yang multimodal, yang meliputi pemaknaan linguistik, visual, audio, gestural dan spasial, atau lebih dikenal dengan multiliterasi (Cazden, Cope, Fairclough, Gee, & et al, 1996). Penelitian berbasis desain (design-based research/ DBR) ini menggambarkan bagaimana skill literasi dasar diajarkan dengan menggunakan pendekatan multiliterasi dalam matakuliah Reading and Writing for Occupational Purposes (RAWFOP) untuk mahasiswa/mahasiswi Program Studi Pendidikan Bahasa Inggris angkatan 2015 kelas B Universitas Islam Indonesia. Genre literasi dasar yang diajarkan adalah paragraf argumentatif, ringkasan penelitian dan laporan penelitian. Lingkungan multimodal yang digunakan adalah: wordpress, padlet, mendeley dan akses e-journal website perpustakaan kampus http://library.uii.ac.id/. Setelah desain diimplementasikan, pada akhir proses pembelajaran 25 peserta didik mengisi kuesioner persepsi multiliterasi dan teknologi yang terdiri dari 40 butir dengan rentang skala Likert 5. Hasil evaluasi desain pembelajaran mengungkap bahwa peserta didik memiliki rata-rata distribusi nilai adalah 68 yang berarti rata-rata peserta didik berhasil melewati indikator baseline yaitu 60. Standar deviasi distribusi cukup besar yaitu 15.12 yang berarti capaian pembelajaran peserta didik untuk matakuliah RAWFOP bervariasi. 5 dari 30 orang peserta didik atau 16.66% populasi berada di bawah baseline indikator pencapaian. Sebanyak 25 dari 30 orang peserta didik atau 83.33% populasi berhasil mencapai baseline indikator pencapaian yaitu diatas 60. Hasil pengukuran 3 aspek persepsi multiliterasi dan teknologi yaitu aspek teknologi, pedagogi dan pengetahuan (knowledge) memiliki rata-rata skor 3.74 sehingga termasuk kategori baik. Berdasalkan hasil evaluasi desain pembelajaran terungkap bahwa terlepas dari beberapa tantangan, pendekatan multiliterasi dalam matakuliah RAWFOP membuat peserta didik memiliki pemahaman yang lebih baik mengenai konsep multiliterasi dan kepercayaan yang baik pada aspek teknologi, pedagogi dan pengetahuan pendekatan multiliterasi.
Language Learning Strategies in English Language Learning: A Survey Study Astri Hapsari
Lingua Pedagogia Vol 1, No 1 (2019): MARCH
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (90.868 KB) | DOI: 10.21831/lingped.v1i1.18399

Abstract

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
EMOTIONAL GEOGRAPHY OF A PRE-SERVICE ENGLISH TEACHER IN ONLINE TEACHING PRACTICUM DURING COVID-19 PANDEMIC Ninik Tri Astutik; Astri Hapsari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 1 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.109 KB) | DOI: 10.33603/perspective.v10i1.6842

Abstract

Due to COVID-19 pandemic, online learning has now become a bridge to facilitate teaching practice. Emotion has received little attention in online learning and online teaching practice for a senior high school, particularly for pre-service teachers. The study attempted to investigate a pre-service teacher's emotion during her online teaching practicum by using Hargreaves's (2001) concept of emotional geography. The data were gathered from diary journals and interviews conducted over the course of a month of teaching practice in a senior high school. The narratives were analysed using a descriptive qualitative approach combined with thematic analysis. The findings show that the pre-service English teacher experienced a variety of positive and negative emotions because of understanding and misunderstanding in schools, and that these emotions gradually changed her perceptions of her teaching practice. This research offers a novelty in terms of describing how a pre-service English teacher adapted from offline to online teaching practice utilizing WhatsApp Group and Google Classroom to share materials and deliver assessments at the time of COVID-19 pandemic. Emotional resilience and good communication skills were proven to help the participant in navigating emotional geography in online teaching practice with limited faceto-face interaction and guidance with the teacher supervisor in the school.
Pengembangan Kerangka Kerja Sosiokultural untuk Membangun Karakter Islami di Program Studi Pendidikan Bahasa Inggris Astri Hapsari
Unisia Vol. 37 No. 82 (2015)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/unisia.vol.37.iss82.art2

Abstract

A unique department which integrates Islamic psychology and values within its curriculum, Department of English Language Education Universitas Islam Indonesia develops Islamic learning activity model from Vygotskyan sociocultural perspective in educational psychology. This paper will elaborate how Vygotskyan sociocultural framework shapes the Islamic character building in English language teaching and learning conducted by the lecturers in the classrooms and extracurricular activities conducted by the students, taking references within educational linguistics that understand language from the perspective of sociocultural theory “on the role of language and other sociocultural artefacts in the mediation of human activity and social practice” (Cross, 2009). The aims of the discussion are to connect the dots of sociocultural perspective in practice in language education, Islamic character building, and educational psychology.
EFL Learners’ Motivation in Writing Their Undergraduate Thesis Tasdiq Jibran Prameswara; Astri Hapsari
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2636

Abstract

This study aims to describe the motivation of EFL undergraduate students to write their undergraduate thesis. The data were gathered through Zoom-mediated interviews with two participants: Ani, who had completed her undergraduate thesis and Budi, who was completing undergraduate thesis writing when the study was conducted. The data were analysed using thematic analysis. The findings reveal that both participants experienced amotivation, extrinsic motivation and intrinsic motivation while working on their undergraduate thesis. As they were proceeding towards finishing their undergraduate thesis, audiences comprising their parents, friends and lecturers provided them with encouragement, which in turn increased their motivation. The urges towards and interest in the topic also enhanced their motivation in writing their thesis. Thus, this study implies that the students need both external support and internal self-determined motivation in order to finish their undergraduate thesis writing. It suggests that topic familiarity is crucial in building students’ intrinsic motivation. Thus, students should be directed to link the topic, keywords, and construction or variables before they come into research methodology and present their findings.Keywords: EFL writing, motivation, undergraduate thesis
Co-Authors Arliyanti, Devi Burhanudin Rais Diah Agustina Ratu Fahmi Gunawan Fatmasari, Tiara Ayu Genti Putri Dwi Redjeki Hazhira Qudsyi Hepi Wahyuningsih Miftah Haniful Ammar Mohammad Izam Ghali Muhammad Mukhlas Muzdalifah, Afni Febriani Ninik Tri Astutik Nugroho, Hafidz Satrio Pertiwi, Puteri Rahmadhani, Zulva Resnia Novitasari Rr Putri Intan Permata Sari Tasdiq Jibran Prameswara