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All Journal Al Ishlah Jurnal Pendidikan Infotekmesin Simpati: Jurnal Penelitian Pendidikan dan Bahasa
Sarai Enita
Universitas Sebelas Maret
Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Other

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Dialogic Feedback on Graduate Students' Thesis Writing Supervision: Voices of Indonesian Graduate Students Sarai Enita; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2614

Abstract

Researchers have become increasingly interested in the notion of dialogic feedback in higher education. Despite its growing awareness of dialogic feedback, relatively little is known about how dialogic feedback is perceived through the lens of graduate students in the thesis supervision context. Hence, the purpose of this study is to explore the perceptions of graduate students regarding dialogic feedback during thesis proposal writing in a group supervision setting. An Interpretative Phenomenological Analysis (IPA) was undertaken to investigate the feedback experiences. Five TESOL graduate students were recruited to participate in semi-structured interviews and observations regarding supervision meetings. Two themes emerged from the findings. The first is the role of dialogic feedback in preventing students’ misunderstanding and cultivating students’ reflective thinking. Findings indicated that dialogic feedback could help improve students’ writing skills and thesis progress. The second is the positive and negative emotions encountered in the dialogic feedback experience. It contains feelings of low self-confidence, no fear of negative correction, and feelings of being motivated. The implication of the study brought to light the impact dialogic feedback has on thesis progress as well as providing a view of the dynamics between students' and supervisors' interactions in dialogic feedback experience.
Primary School English Teachers' Knowledge and Classroom Implementation of Oral Reading Fluency Instruction: A Mixed-Methods Study Martha Budianto; Sarai Enita; Kaleb Priyanto
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.2247

Abstract

Oral reading fluency is a critical component of early literacy because it bridges decoding and reading comprehension. Despite its importance, fluency instruction remains one of the least emphasized aspects of early English reading instruction, particularly in English as a Foreign Language (EFL) primary classrooms. This study examined primary school English teachers' knowledge of oral reading fluency instruction and the factors influencing its classroom implementation. A convergent mixed-methods design was employed involving 20 English teachers from three purposively selected primary schools. Data were collected through structured classroom observations and semi-structured interviews. Observation data were analyzed using descriptive statistics, while interview data were analyzed thematically and integrated with the quantitative findings. The findings revealed that teachers possessed only partial knowledge of oral reading fluency, demonstrating stronger understanding of teacher modeling and reading rate than guided oral reading and prosody instruction. Classroom observations similarly showed limited implementation of evidence-based fluency strategies. Teachers identified insufficient pre-service preparation, limited professional development, large class sizes, and inadequate instructional resources as major barriers to effective fluency instruction. These findings highlight the need for stronger teacher preparation and professional development to support comprehensive oral reading fluency instruction in early English literacy classrooms.
Design and Implementation of a 3-Phase Induction Motor Controller Simulator Using Programmable Logic Controller (PLC) and Human Machine Interface (HMI) Integration Kaleb Priyanto; Immanuel Eltian Sudjana; Hans Nashirudin Almay; Kriswanto; Haikal; Sarai Enita
Infotekmesin Vol 17 No 1 (2026): Infotekmesin: Januari 2026
Publisher : P3M Politeknik Negeri Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35970/infotekmesin.v17i1.2750

Abstract

This study was conducted as a response to the limited availability of practical learning tools in industrial automation education and training. In this research, a three-phase induction motor control simulator was designed and developed by integrating a Programmable Logic Controller (PLC) and Human Machine Interface (HMI) system. The main objective is to enhance learners' understanding and practical skills in designing and operating industrial control and automation systems through an interactive learning approach. The development process involved designing the system architecture using an Omron CP2E PLC and NB-series HMI, electrical integration, ladder diagram programming, and user interface development. The simulator was then tested to ensure its proper functionality and effectiveness in supporting the learning process. The results demonstrate successful system integration, reliable control logic, and an intuitive user interface via the HMI. This research contributes a structured and cost-effective educational tool that is well-suited for automation engineering and technical training programs.
Co-Authors Haikal Hans Nashirudin Almay Immanuel Eltian Sudjana Kriswanto Martha Budianto Priyanto, Kaleb Sumardi, Sumardi