Article Per Year (5 Year)
p-Index From 2021 - 2026
2.735
P-Index
This Author published in this journals
All Journal Jurnal Celtic Journal of English and Education JEES (Journal of English Educators Society) IJIE (Indonesian Journal of Informatics Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) 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 Prominent : Journal of English Studies Lingua Pedagogia Academic Journal Perspective : Education, Language, and Literature Unisia The Journal Of English Teaching For Young And Adult Learners ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Astri Hapsari
Prodi Pendidikan Bahasa Inggris Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry 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 Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study Hapsari, Astri; Fatmasari, Tiara Ayu
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.24333

Abstract

This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.
EFL Undergraduate Students' Cognitive Strategies in Process-Based Writing Arliyanti, Devi; Hapsari, Astri
Pioneer: Journal of Language and Literature Vol 14 No 2 (2022)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v14i2.1693

Abstract

Even though process-based writing has been extensively researched and implemented in higher education, little is known about how cognitive strategies are implemented in process-based essay writing. This study investigated how EFL undergraduate students used writing strategies in English essays. The process of writing was investigated by using cognitive theory in this semi-structured interview qualitative research. The two participants were English language education department batch 2019 students from a private university in Yogyakarta who had completed their processes-based essay writing final project when the study was conducted. The findings revealed that Rara and Kevin (the participants' pseudonyms) used different writing strategies in the essay writing process planning stage. Rara organised her writing using the outline, whereas Kevin used keywords to organise his writing. This study implied that when teaching process-based essay writing, a language teacher or lecturer should be aware of the different stages of the student's cognitive strategies, especially during the planning stage.
EFL Students' Writing Self-Efficacy and Writing Performance in a Senior High School: A Correlational Study Astuti, Maya Tri; Hapsari, Astri
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v9i1.15991

Abstract

Although writing self-efficacy is essential for the development of second/foreign language learners' writing skills, there are still limited studies on EFL writing self-efficacy among senior high school students in the Indonesian context. This study aims to test the correlation between students' EFL writing self-efficacy and their performance in writing a procedural text in a senior high school.One hundred and sixty-three students agreed to participate in the study. The researcher used an Indonesian version of the Second Language Writing Self-Efficacy Scales by Teng et al. (2017). The result showed a significantly negative correlation (r = -.089) between students' self-confidence in writing and their actual writing performance, with a significance ρ value = .257, in which it is greater than the significance level of Cronbach's alpha (α = 0.05). Therefore, the null hypothesis (H0) is accepted that there is no significant correlation between writing self-efficacy and writing performance. As it is limited to students from one school in grade 11 and procedural text, future research needs to be conducted with more participants and diverse text types to enrich the discussion and explore factors that contribute more substantially to these text types.
Peningkatan Pembelajaran Tata Bahasa Inggris melalui Aplikasi Mobile Assisted Language Learning (MALL): Studi Kasus Menggunakan Formula 33 Sri Mulyati; Nizamuddin Sadiq Nizamuddin; Astri Hapsari; Galuh Ihsan Nurkholis
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13915

Abstract

The integration of technology into language learning has created new opportunities to enhance effectiveness and learner engagement. However, existing grammar learning applications often lack sufficient contextual scaffolding, provide minimal adaptive feedback, and rely on chatbots that are not grounded in curated learning sources, limiting their effectiveness for structured language acquisition. This study focuses on developing a mobile-assisted English grammar-learning application using the Formula 33 approach and an RAG-based chatbot. The research uses a prototyping methodology, enabling iterative development and continuous improvement informed by user feedback. The application was built using Android Studio (Kotlin), integrated with Firebase Realtime Database, and features a Retrieval Augmented Generation (RAG)-based chatbot that uses the Formula 33 book as its main self-learning source. The implementation results show that all main features, including formula learning, practice exercises, quizzes, and personalized feedback, are present and function effectively. System evaluation using Black Box Testing confirmed functional reliability, while the System Usability Scale (SUS) test yielded an average score of 83.125, categorized as “Excellent” and “Acceptable” for usability. These findings demonstrate that the Formula 33 method, implemented as a pedagogical framework integrated with RAG technology based on curated textbook sources and evaluated through SUS standards, effectively supports users in progressively and contextually understanding English grammar structures. The proposed model offers strong potential as a replicable framework for the development of future technology-assisted language learning applications.
Indonesian EFL secondary school students’ self-regulated writing strategies Salsabila, Shalfa; Hapsari, Astri
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.1896

Abstract

Although EFL writing is considered a challenging skill for secondary school students to learn, there are still a few studies discussing how Indonesian EFL students use self-regulated writing strategies in their writing lessons. This survey study aims to discuss self-regulated writing strategies used by Indonesian secondary school students and identify whether gender differences exist in students’ use of self-regulated writing strategies. Sixty-five grade 12 students from a high school in Yogyakarta, Indonesia, agreed to participate in the study. The findings reveal that the profile of the participants’ writing self-regulated learning strategies, from the most frequently employed to the least frequently employed are: metacognitive judgment  (M = 5.59, SD = 1.26), goal-oriented monitoring (M=5.23, SD=1.27), memorization (M=5.14, SD=1.27), emotional control (M=5.13, SD=1.29), writing planning (M=5.11, SD=1.32), and goal-oriented evaluation (M = 5.10, SD = 1.22). It also revealed that female students tended to employ more self-regulated writing strategies than their male counterparts. This study suggests that the teacher should optimize students’ use of writing self-regulated learning strategies by raising students awareness of the strategies in the classroom instruction. For future study, a correlation study between writing self-regulated learning strategies and students’ writing performance will enrich the discussion on how writing strategies may give benefits to students’ writing performance.
Undergraduate Students’ Perception of Lecturers Written Corrective Feedback in the Process of Writing Undergraduate Thesis Zulva Rahmadhani; Astri Hapsari
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.
Gamers' Experience on Incidental Language Learning by Playing Defense of the Ancient 2 Hapsari, Astri; Sari, Rr Putri Intan Permata; Rais, Burhanudin
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.
Co-Authors Arliyanti, Devi Astuti, Maya Tri Diah Agustina Ratu Fahmi Gunawan Fatmasari, Tiara Ayu Galuh Ihsan Nurkholis Genti Putri Dwi Redjeki Hazhira Qudsyi Hepi Wahyuningsih Miftah Haniful Ammar Mohammad Izam Ghali Muhammad Mukhlas Muzdalifah, Afni Febriani Ninik Tri Astutik Nizamuddin Sadiq Nizamuddin Nugroho, Hafidz Satrio Pertiwi, Puteri Rahmadhani, Zulva Resnia Novitasari Salsabila, Shalfa Sari, Rr Putri Intan Permata sri mulyati Tasdiq Jibran Prameswara Zulva Rahmadhani