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All Journal JMM (Jurnal Masyarakat Mandiri) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Abdi Insani Indonesian Journal of Educational Assesment Interference: Journal of Language, Literature, and Linguistics Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Bakti Budaya: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Stairs: English Language Education Journal
Agustina, Imas Wahyu
Pendidikan Bahasa Inggris, Universitas Negeri Jakarta
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Journal : Stairs: English Language Education Journal

 1 
Guided Peer Review to Improve Students’ Essay Writing Competence: A Classroom Action Research Imas Wahyu Agustina
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.3

Abstract

Feedback in oral as well as written form from both teachers and peers is commonly practiced in language learning at all levels. However, there are a limited number of researches referring to the effect of peer feedback on essay writing competence. Peer feedback can promote independent learning, yet, it may raise questions on its reliability. This study tries to reveal whether guided peer review gives any significant improvement on young adults' essay writing performance on their achievement test. Eight students of the One Year English Program at LIA Pramuka were involved in several sessions of essay writing activities, followed by peer correcting sessions guided by peer review checklist, and revising sessions. Pre-test and post-test were used to determine the improvement on such aspects of essay writing as organization, content, grammar, and vocabulary. It was found that most participants became more aware of how to write a well-organized and comprehensive essay although few still cannot perform well at the post-test. In contrast, this study revealed that peer checking cannot significantly help the students write well-structured sentences and choose appropriate diction. Since this study involves a small number of students, further research engaging more students and in more varied levels are encouraged.
Cultural Contents in Digital Authentic Greeting Cards as English Teaching Materials for Junior High Schools Angelina, Shely; Mayuni, Ilza; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 3 No. 1 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.1.3

Abstract

This study aimed to discover the cultural contents in the digital authentic greeting cards as English teaching materials for junior high schools. The research data were the cultural values in the form of words, phrases, clauses, or sentences that are contained in the texts on the digital authentic greeting cards. The data sources were taken from several websites providing free digital greeting cards to be downloaded. The data were analyzed with the framework of the cultural dimensions by Moran (2001) and the cultural sources by Chao (2011) by using a qualitative content analysis method. The findings revealed 101 cultural contents that were classified into the four cultural dimensions and three sources of culture. The cultural contents were mostly identified in the Universality across Culture and represented by the Practices dimension through activities and language expressions. It was indicated that a large proportion of the cultural contents were included in universal contents that are not specific to any particular country and were represented by actions and interactions carried out by the cultural members.
The Alignment of Interpersonal Text Language Functions in Podcasts with the Standard Competence of English Language for Junior High School Ardani, Hanun Nisrina; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 3 No. 1 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.1.6

Abstract

This study aims to analyze the alignment of the interpersonal text language functions that occurred in podcasts with the standard competence of the 2013 curriculum to teach interpersonal texts for Junior High School. This research is a descriptive qualitative study using the content analysis method. The study is based on KI (Kompetensi Inti)/KD (Kompetensi Dasar) in Kurikulum 2013 proposed by the Indonesian Ministry of Education and Culture (2018) as the analysis framework to analyze the type of language function and expressions of interpersonal text used in the 15 podcasts. The result shows that all 15 podcasts provide 18 out of 21 language functions required in the standard competence of Interpersonal texts at the Junior High level. The language functions occurring in all podcasts cover Greeting, Leavetaking, Extending Invitations, Expressing Gratitude, Complimenting, Asking for Attention, Asking for Opinions, Expressing Opinions, and so on. It means the podcasts fulfilled 85,7% of the standard competence and can be used as teaching materials to teach interpersonal text for Junior High School students.
The Incorporation of Character-Building Values in Digital Learning Materials for SMP Students Hartanto, Muhammad Dimas; Agustina, Imas Wahyu; Mayuni, Ilza
STAIRS: English Language Education Journal Vol. 3 No. 2 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.2.3

Abstract

This study investigated the incorporation of Profil Pelajar Pancasila in digital learning materials for Junior High School students. This study applied the content analysis method, the data of which were learning materials provided on Myenglishstep.com for every level of Junior High School. The data were analyzed by comparing them with 19 indicators which were derived from six dimensions of Profil Pelajar Pancasila. The results showed that 230 data fulfilled all 19 indicators and were incorporated into various forms of learning materials. The highest occurrences (80 data) were found in the fifth dimension which is to think critically (Dimensi Berfikir Kritis) while the lowest (10 data) occurred in global diversity (Dimensi Kebhinekaan Global). In addition, the values of Profil Pelajar Pancasila were mostly incorporated through task instructions (98 data), followed by live worksheets (64 data), videos (34 data), and audios (13 data). This result indicates that the digital learning materials available on the website of Myenglishstep.com are aligned with the character-building values proposed in Profil Pelajar Pancasila, thus, they become worth trying to support English language learning at the Junior High levels in Indonesia.
The Seven Standards of Textuality in News Texts: A Discourse Analysis Rahma, Alya; Chelsea , Julian; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 3 No. 2 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.2.6

Abstract

The textuality of a text is important to decide whether a text could be considered a textual text or not. This study examines the textuality of some news articles about a recent trending topic that has drawn the world’s attention as it took many people’s lives: the Kanjuruhan tragedy. The data of this study were words, phrases, and sentences taken from five news articles which were then analyzed using de Beaugrande and Dressler’s theory concerning the seven standards that make a text considered acceptable or unacceptable in terms of textuality. The study revealed that those five texts have fulfilled all standards of textuality, which cover Cohesion, Coherence, Intentionality, Acceptability, Informativity, Situationality, and Intertextuality. Thus, those five articles can be considered trustworthy texts.
Unveiling Creativity Elements in YouTube Narrative Videos for Ninth-Grade Junior High School Students Nugraha, Nalika Ligar Katiasa; Permana, Sudarya; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 4 No. 2 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.2.5

Abstract

Creative narrative videos posted on YouTube have been proven to help students learn the narrative text and enhance students’ creativity toward making an excellent creative product. Along with the advantages, there are challenges and risks that teachers must consider since YouTube is an open-access video-sharing platform. This study aims to see whether narrative videos posted on YouTube meet creativity elements that can help ninth-grade junior high school students learn narrative text. This study used a qualitative method with content analysis to analyze fifteen narrative videos from three YouTube channels; Dongeng Kita, English Fairy Tales, and Gigglebox. The selected fifteen videos have been uploaded within the last seven years and are addressed to teenage viewers. Using the framework from D'Souza (2021), the findings show that the selected narrative videos fulfilled around 30% to 80% of the creativity elements. The audience immersive experience aspect, with a percentage of 45%, is the most dominant aspect of the narrative video's creativity elements. In contrast, the development and control aspect is the least in the creativity elements of narrative video, with a percentage of 25,5%. The narrative videos demonstrate diversity, a distinction or feature that distinguishes a narrative video from the previous version (narrative text). This study is expected to be a recommendation for teachers in choosing narrative videos on YouTube to support their teaching materials and simultaneously enhance students' creative thinking skills.
Vocational High School Teachers’ Perception of Project-based Learning Method in English Language Teaching: A Case Study Tanila, Melvira; sulastini, sri; Agustina, imas Wahyu
STAIRS: English Language Education Journal Vol. 5 No. 1 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.1.7

Abstract

As Vocational High School (VHS) students are prepared to work in certain fields, project-based learning (PjBL)becomes one of the teaching and learning methods that teachers can use to meet the expectations in the work field. Even though the effectiveness of PjBL implementation is related to how the teacher perceives the method, less attention is given to studies that focus on teachers' perceptions of the principles of PjBL. Therefore, this study aimed to investigate the English teachers' perception of the PjBL method in terms of the objectives, principles, and teachers' roles. The descriptive case study was employed as the research design to answer the formulated research questions. Semi-structured interviews with English teachers at SMKN 26 Jakarta were conducted to collect the data. The findings show that all teachers have a good perception of the objectives of the PjBL method. Most teachers fully understand their role in the PjBL method. However, there was some misunderstanding in teachers' perception of the principle of challenging problems/questions and public products. 75% of the teachers did not see sustained inquiry and reflection as the principle of the PjBL method. Therefore, teacher professional development training related to the principles of the PjBL method needs more attention.
The Incorporation of the 4C Skills in the Lesson Plans of Grade Eight Luthfi, Nadia; Agustina, Imas Wahyu; Pujiati, Hanip
STAIRS: English Language Education Journal Vol. 4 No. 1 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.1.5

Abstract

This research aimed to investigate the incorporation of the 4C skills in the lesson plans and to analyze how the 4C skills were implemented into the lesson plans of English for grade eight. The data for this qualitative content analysis research was gathered by analyzing ten lesson plans for grade eight of junior high school in Bekasi and Jakarta. The research found that all the lesson plans included all the 4C skills, which comprised 51% of communication skills, 69% of collaboration, 61% of critical thinking, and 69% of creativity. As the most widely incorporated, collaboration and creativity were found in learning and assessment activities. These findings are expected to be a recommendation for scholars, especially English teachers in designing lesson plans that meet 21st-century skill needs.
Cultural Contents in MyEnglishStep Digital Learning Materials for Junior High School Students Maulidya, Alga Dilfa Suci; Palupi, Tara Mustikaning; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 4 No. 1 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.1.1

Abstract

The present research aimed to analyze the cultural contents available in digital learning materials for Junior High School Students called myenglishstep.com. The data were analyzed using qualitative content analysis under two frameworks, particularly the cultural categories framework by Chao (2011) and the framework of the cultural dimensions by Moran (2001). The results revealed 1.472 cultural contents, covering all five cultural categories: Source Culture, Target Culture, International Culture, Intercultural Interaction, and Universality across Cultures. Further, the cultural contents are also represented through Cultural Dimensions, namely Products Dimension, Practices Dimension, Perspectives Dimension, Communities Dimension, and Person Dimension. The cultural contents mainly appeared as much as 1160 times in the Universality across Cultures and were presented through products created and invented by the social communities approximately 623 times. These results, to some extent, show that material developers are aware of the importance of cultural content to cater to diversity in Indonesia.
Teacher’s Roles in Teaching English to Students with Special Needs: Strategies, Challenges, and Impacts Azka, Shofiyyah Nur; Saputra, Rafi Antar; Agustina, Imas Wahyu; Aristy, Dhini; Amanatillah, Ajeng
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.3

Abstract

Despite increasing global efforts to promote inclusive education, teaching English to students with special needs remains a significant challenge, including in the teacher’s role in shaping an inclusive learning environment. This study explores the critical role of teachers in special needs education by addressing three key issues: The teaching strategies employed, the challenges teachers encounter, and the impact on the learning process. Employing a qualitative and systematic approach, the study analyzed 30 peer-reviewed articles published within five years between 2020 and 2024. The analysis revealed that the most commonly applied strategies in teaching English to students with special needs were Individualized and Differentiated Instruction, Multisensory and Visual Learning, and Collaborative Teaching supported by professional development. Among the challenges identified, student-related factors emerged as the most prominent, followed by those related to teachers and systemic and policy issues. The learning impacts were classified into five thematic categories, each demonstrating positive, negative, and/or mixed implications. The review highlights the need for targeted teacher training, increased support structures, and stronger interprofessional collaboration.
Co-Authors Alvin Harya Putra Amanatillah, Ajeng Andayani, Rika Angelina, Shely Ardani, Hanun Nisrina Aristy, Dhini Azka, Shofiyyah Nur Chelsea , Julian Eva Leiliyanti, Eva Hanip Pujiati Hartanto, Muhammad Dimas Hazalia Zahra Munir Ilza Mayuni Ilza Mayuni Ines Nur Irawan Kurniawan Aji Subianto Luthfi, Nadia Maharani, Suci Maulidya, Alga Dilfa Suci Mochammad Faisal Agiel Noval, Ahmad Yazid Nugraha, Nalika Ligar Katiasa Palupi, Tara Mustikaning Permana, Sudarya Pieter Pieter Pieter Pieter Pieter Pieter Putra, Alvin Harya Rahma, Alya Rika Andayani Saputra, Rafi Antar Sri Sulastini Sulhizah Wulan Sari Tanila, Melvira Tara Mustikaning Palupi Tara Mustikaning Palupi Tara Mustikaning Palupi Tara Mustikaning Palupi Uwes Chairuman Wita Awaliyah Zulfi, Nada Amalia