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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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Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis Rahmadhani, Zulva; Hapsari, Astri
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i2.13399

Abstract

This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) for their undergraduate thesis drafts. 60 students enrolling in Thesis Proposal Defense coursework agreed to participate in this study. This study used a 31-item questionnaire adopted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written feedback as important in their writing. They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they were given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.
EFL HIGH SCHOOL STUDENTS’ STRATEGIES FOR REDUCING SPEAKING ANXIETY Nugroho, Hafidz Satrio; Hapsari, Astri
The Journal Of English Teaching For Young And Adult Learners Vol. 3 No. 1 (2024): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2024.3.1.6

Abstract

This research aims to investigate the strategies that EFL high school students use to overcome their speaking anxiety in the classroom context in the academic year 2022/2023. This study employed a qualitative method. The data were collected through interviews with three participants from a private secondary school in Yogyakarta and semi-structured interviews were conducted to gain strategies used by participants to cope with foreign language speaking anxiety. The data was analyzed using thematic analysis. The overall results show that the three participants experienced anxiety when carrying out learning activities in class, both when communicating, receiving evaluations, and when taking grades. In this study, it was also found that participants had strategies to overcome their EFL speaking anxiety (i.e., preparation, relaxation, peer seeking, and resignation), which could help them deal with EFL speaking anxiety in the classroom context. Therefore, with this strategy, students can have lower anxiety when carrying out learning activities in class. This research offers some ways to reduce anxiety and enhance classroom experiences. It emphasizes the need for further research on anxiety's broader impact and suggests the role of teachers in supporting students with speaking anxiety.
EFL Students’ Writing Self-Efficacy and Writing Self-Regulated Strategies in Undergraduate Thesis Writing Hapsari, Astri
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.26663

Abstract

This study attempts to map undergraduate students’ writing self-efficacy and writing self-regulated learning strategies in the process of writing their undergraduate thesis. This survey study was conducted in Thesis Proposal Writing coursework in a private university in academic year 2022/2023. Eighty-six students agreed to participate in this study by filling out a questionnaire, and eight students were interviewed to obtain more information about their responses to the questionnaire. The findings indicate that the students’ writing self-efficacy were categorized into medium (M=4,7872, SD=1,138), which means they believe either maybe or basically can do the writing ability stated in the items. They were relatively more efficacious in the use of English writing (M=4,936, SD=1,199), but less efficacious in grammar and spelling (M=4,69, SD=1,062). In terms of writing self-regulated strategies, most students sometimes used writing self-regulated strategies; the most frequently used SRL strategies were self-consequences strategies (M=2,41; SD=0,641) and self-evaluation strategies (M=2,35; SD=0,693) while the least frequently used strategies were self-monitoring strategies (M=1,755, SD=0,793). From these findings, the author suggests that students should be supported to enhance their writing self-efficacy and self-regulated learning strategies by providing more cohesive and coherent written corrective feedback. By doing so, they will be more efficacious in terms of ideation, organization, grammar, and spelling in writing their undergraduate thesis. It will also enhance their behavioral self-regulated learning strategies in the domain of self-monitoring strategies
A Teacher’s Perspective on the Techniques of Teaching Speaking to Young EFL Learners Pertiwi, Puteri; Hapsari, Astri
PrimaryEdu : Journal of Primary Education Vol. 6 No. 2 (2022): Volume 6, Number 2, September 2022
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v6i2.2760

Abstract

Teching EFL speaking to young learners need a wide range of techniques which makes them willing to learn and engage in their learning. The aim of this study is to investigatean English teacher’s perspective in the techniques of teaching speaking for young EFL learners within the context of an intenational primary school. A descriptive qualitative method was employed by using interview questions as the instrument for data elicitation. The participant was a female English teacher in an international primary school at grade 1. The findings revealed that the use of various teaching techniques in speaking can help the teacher to gain student’s motivation and create student’s new learning experience. The technique of teaching speaking to young EFL learners used by the teacher  which were identified is a combination of the police of English and getting good stars as a reward repetition drill technique, and translation which were perceived by the teacher scaffold young learners’ learning process in speaking. It is recommended that the teacher’s best practice in implementing a wide range techniques should be sustained in supporting young learners learn how to speak in English
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 | 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.
Undergraduate Students’ Perception of E-feedback Practice during Online EFL Thesis Proposal Writing Coursework Muzdalifah, Afni Febriani; Hapsari, Astri
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 2 (2024): August 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i2.33355

Abstract

Although there have been a few studies on written e-feedback in EFL writing coursework, the research on students’ perception of e-feedback practice in online learning in Indonesia's higher education context is still underexplored. This study aims to investigate EFL undergraduate students’ perception of the lecturers’ e-feedback practice during online thesis proposal writing coursework. Two students from two different classes were willing to participate in in-depth interviews. A descriptive qualitative approach with thematic analysis was employed as the research method. The findings revealed three prominent themes on how the students perceive the lecturers’ e-feedback practices. The participants perceived that the lecturers’ e-feedback practice:  (1) scaffolded the participants to develop technical and conceptual writing skills, (2) supported the participants' personal and academic development, and (3) influenced the participants’ emotions. Students who initially felt unable to face online classes during the COVID-19 pandemic gradually got used to and overcame the feeling of being unable to take online courses. This study implies that the lecturers’ role in being thoughtful in delivering feedback to students is critical because e-feedback as a pedagogical practice influences students’ social and emotional learning process in writing their undergraduate thesis. Participants who initially felt unable to face online classes during the COVID-19 pandemic, in the end, finally succeeded in overcoming the feeling of not being able to take online courses for their undergraduate thesis writing because they were being scaffolded, supported, and influenced by the lecturers’ e-feedback practices during their online learning.
EFL Students’ Engagement on the Lecturer’s Global Comments as Written Corrective Feedback in Undergraduate Thesis Coursework Hapsari, Astri; Gunawan, Fahmi; Qudsyi, Hazhira
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21294

Abstract

Although there have been studies discussing written corrective feedback, there are still limited studies exploring how students engage with the written corrective feedback (WCF), especially the lecturer's global comments as WCF in the context of the EFL undergraduate thesis writing process. This interview study discusses students' engagement with the lecturer's global comments as written corrective feedback. Four students participating in undergraduate thesis coursework agreed to participate in this study. Data were mainly collected through interviews. The study indicates that the students demonstrated affective engagement, like becoming more patient and satisfied with their drafts, confident with their writing, and responsible with their tasks. They also demonstrated behavioural engagement, such as responding to feedback regularly and becoming more consistent with the content. They also show cognitive engagement, such as being more attentive, detailed, and focused in the coherence of citations and references with background, research questions, and methodology, and grammatical accuracy, based on the lecturer's feedback on the process of writing an undergraduate thesis. However, the findings in this study are still limited to identifying the types of engagement from the lecturer's global comments as WCF. Future research may include more deliberative discussion on localised comments and surface versus deep-level awareness of WCF.
Literary Competence For The Teaching Of Literature In Second Language Educational Context Hapsari, Astri
Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i1.4417

Abstract

This essay analyzes the use of literary works in second language educational context. It highlights the importance of literary competence and the implications at stake for the teaching of literature such as: the importance of setting the purpose in teaching literature, the need of considering literature teaching as product versus literature teaching as process and the necessitate of relating literature, language and culture. A brief analysis of the author's experience in using the literary texts in teaching English as a foreign language is also presented. From the discussions of the related literature, further research is recommended to settle the arguments of poetic versus hermeneutic approach in teaching literature as object of study. Moreover, appropriate balance for language, literature and culture for teaching literature as a topic or resources is suggested.
Poetic Approach In The Study Of A Drama Script: Analyzing The Disappointments Faced By Willy Loman In Arthur Miller's Death Of A Salesman In Teaching English As A Foreign Language Context Hapsari, Astri
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4418

Abstract

This article describes and explains how literary competence for the teaching of literature in English as a foreign language (EFL) context can be achieved by taking Culler's (1997) poetics in the study of literature as a theoretical framework. The implementation of this approach is discussed by using one of the famous drama scripts in American literature: Death of Salesman written by Arthur Miller. Following Culler's poetics approach, the analysis focuses on one of the themes found in the drama script: the disappointments faced by Willy Loman (the main character) which make up most of the plot with a dramatic ending: Willy's decision to suicide. This article aims to encourage EFL teachers who use literature as the object of study to take Culler's side by using poetics as the starting point in a literature study in order to improve the learners' literary competence.Key words: literary competence, poetic approach, teaching literature in EFL context, the study of a drama script, Death of a Salesman
English Bilingual Education: The Challenge Of Communication And Cognition Aspects Of Content Language Integrated Learning (CLIL) In Indonesia Hapsari, Astri
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4419

Abstract

This essay analyses the challenge of the implementation of Content Language Integrated Learning (CLIL) in the curriculum framework in Indonesia. Review on related literature and research findings support the arguments that the implementation of CLIL brings about the issues in cognition and communication aspects. Unless more appropriate English language education and more educational linguistic research are established, the implementation of CLIL should be reconsidered.Key words: English bilingual education, CLIL, Indonesia
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