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All Journal POLYGLOT Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Indonesian Journal of English Language Teaching and Applied Linguistics ENGLISH JOURNAL EDUKATIF : JURNAL ILMU PENDIDIKAN SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Jurnal Komunikasi Pendidikan English Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Maria Goreti Djehatu
Universitas Katolik Widya Mandira
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Texts Written by Third Semester of Undergraduate Students of English Education Study Program Maria Goreti Djehatu; Felix Tans; Agustinus Semiun
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 2 (2022): April Pages 1601- 3200
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i2.2420

Abstract

This writing aims at finding out the kinds of texts written by the students, analyzing students’ texts’ constructions, and finding out their problems in writing English texts. This study employs descriptive qualitative method. It describes deeply the finding that related to aims of study above. The data of this result is taken from the written forms of English texts by the third semester of the undergraduate students of English Education Study Program of Widya Mandira Catholic University. The research shows that there are six kinds of texts written by the third semester of the undergraduate students of English Study Program of Widya Mandira Catholic University. Those kinds of texts are narrative text, descriptive text, recount text, comparison/contrast text, cause-effect text, and expository text. Some of Students’ text writings are cohesively, coherently and grammatically correct. However, some other students present incohesive, incoherent, and grammatically incorrect in writing English texts. Furthermore, there are several problems faced by the students in writing English texts, namely: transferring ideas in writing, lack of vocabulary, problem in using grammar, difficult to start writing, lack of reading sources, problem in organization of writing, and inconsistent in developing idea.
Repair Initiations Analysis in the Classroom Interaction Yohanis Nurak Siwa; Maria Goreti Djehatu
Soshum: Jurnal Sosial dan Humaniora Vol 8 No 3 (2018): November 2018
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (69.938 KB) | DOI: 10.31940/soshum.v8i3.1153

Abstract

The study was carried out to identify kinds of repair initiations, i.e. the indication which shows that there is a trouble that has to be repaired, that occur in conversation. The data were taken from an English teacher and the eleventh grade students of a vocational high school. Subjects of the study were an English teacher and 20 students. In obtaining the data, class discussion was about language-learning task has been prepared by the teacher. The device used by the researcher was a handy-camera to record and capture the discussion in classroom discourse. The result of the study showed that the English teacher was able to use several types of repair initiations in the classroom interaction. It involved unspecified repairs, repeats or partial repeats, and request for translation or information. In addition, the students were able to play their roles in the classroom by initiating two types of repair initiations; they are included unspecified repair, and (partial) repeat. Moreover, the frequency of occurrence of repair initiation types done by the teacher was the request for translation or information repair initiation mostly occured on the teacher’s turn, while on the second place the teacher frequently used repeats or partial repeats on his turn. By initiating repairs, the researcher also decided the kinds of repair initiation that frequently occurred on the students’ turn. Unspecified repair was mostly used by the students in the classroom interaction, whereas repeats or partial repeat were less frequently used on the students’ turn.
Metacognitive Learning Strategies for EFL Autonomous Learning Damianus Talok; Kletus Erom; Maria Goreti Djehatu; Isabel Coryunitha Panis
Jurnal Komunikasi Pendidikan Vol 7, No 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnal komdik.v7i1.2641

Abstract

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.
Metacognitive Learning Strategies for EFL Autonomous Learning Talok, Damianus; Erom, Kletus; Djehatu, Maria Goreti; Panis, Isabel Coryunitha
Jurnal Komunikasi Pendidikan Vol 7 No 1 (2023): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v7i1.2641

Abstract

This study aims to determine whether the research subjects have practiced metacognitive strategies. The method used is qualitative. Eighteen (18) questions are provided, answers to individual questions are written on the guided question sheet in 2 hours - thirty minutes to get the required response. The data proves that planning, monitoring and evaluation is practiced i.e. totaling 100% checks the next day's schedule; (95%) checking what courses to attend; hence they review the previous and upcoming meeting materials. For the next meeting they write notes for questions or to confirm what they don't really understand to the teacher. Likewise, they used process and productive monitoring for 92.5% of what they did before class. Also, the data shows that they evaluate; 95% evaluated after class.
Tourism and English day policy in East Nusa Tenggara Province: the attitude of civil servants (ASN: Aparatur Sipil Negara) Toni, Elvis Albertus Bin; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti; Danibao, Bernardus Kopong; Cacciafoco, Francesco Perono; Wu, Shiyue
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 1 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i1.1085

Abstract

This study examines the attitudes of East Nusa Tenggara (NTT) civil servants toward the English Day Policy introduced in Governor Regulation No. 56 of 2018. The policy aligns with NTT’s focus on tourism development, emphasizing English proficiency as key to enhancing global competitiveness. Addressing a research gap, the study explores the sociolinguistic effects of promoting English in a multilingual, culturally rich region. Data were collected from 604 civil servants via an online questionnaire distributed through WhatsApp. The survey included seven Likert-scale statements and one open-ended question in Bahasa Indonesia. Using a mixed-method approach, the analysis combined quantitative data with qualitative sociolinguistic insights. Findings reveal generally positive attitudes toward the policy, with most respondents agreeing that English is crucial for tourism and acknowledging the policy’s benefits. They also dismissed concerns that the initiative could harm local languages or Bahasa Indonesia. However, participants noted limitations in implementing the language policy, highlighting that favorable attitude alone cannot ensure its success.
EXPLORING STUDENTS’ VIEWS ON THE USE OF PHOTOVOICE FOR SELF-ASSESSMENT AND PEER FEEDBACK IN AN EFL CONTEXT [EKSPLORASI PANDANGAN SISWA TERHADAP PEMANFAATAN PHOTOVOICE DALAM PENILAIAN DIRI DAN UMPAN BALIK REKAN DALAM KONTEKS EFL] Assis Hornay, Priscilla Maria; Djehatu, Maria Goreti; Lake, Floribertha
Polyglot Vol 21 No 2 (2025): July
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v21i2.10009

Abstract

The use of self-assessment and peer feedback in language learning has gained significant attention due to its potential to foster learner autonomy and improve academic outcomes. However, despite the growing interest, there is limited research on the integration of creative, visual methods, such as photovoice, into these practices, particularly in the context of English as a Foreign Language (EFL) learning. This study aims to explore students' perceptions of using photovoice as a tool for self-assessment and peer feedback, focusing on how this approach can promote self-reflection, critical thinking, and constructive peer interaction. Data was collected from a group of EFL students using a questionnaire, with responses analyzed using descriptive statistics. The findings reveal that the majority of students feel confident in conducting self-assessment, though comfort with peer feedback is more varied, with some expressing uncertainty. Additionally, photovoice is perceived positively by students, who identify it as an effective means of enhancing reflective skills and self-expression. The study concludes that photovoice offers a promising approach to engaging students in self-assessment and peer feedback, making learning more interactive and reflective. The findings suggest that integrating visual methods into EFL classrooms can foster deeper learner engagement and support the development of evaluative judgment. Future research should investigate the broader applicability of photovoice in diverse EFL contexts and its impact on student autonomy and collaborative learning. Abstrak Bahasa Indonesia Penggunaan penilaian diri dan umpan balik dari rekan dalam pembelajaran bahasa telah memperoleh perhatian signifikan karena potensinya untuk menumbuhkan otonomi pelajar dan meningkatkan hasil akademis. Namun, meskipun minatnya meningkat, penelitian tentang integrasi metode visual yang kreatif, seperti photovoice, ke dalam praktik ini masih terbatas, khususnya dalam konteks pembelajaran Bahasa Inggris sebagai Bahasa Asing (EFL). Penelitian ini bertujuan untuk mengeksplorasi persepsi siswa tentang penggunaan photovoice sebagai alat untuk penilaian diri dan umpan balik dari rekan, dengan fokus pada bagaimana pendekatan ini dapat meningkatkan refleksi diri, pemikiran kritis, dan interaksi rekan sejawat yang konstruktif. Data dikumpulkan dari sekelompok siswa EFL menggunakan kuesioner, dengan tanggapan dianalisis menggunakan statistik deskriptif. Temuan dalam studi ini mengungkapkan bahwa mayoritas siswa merasa percaya diri dalam melakukan penilaian diri, meskipun tingkat kenyamanan dengan umpan balik dari rekan lebih bervariasi, dengan beberapa menyatakan ketidakpastian. Selain itu, photovoice dipersepsikan positif oleh siswa, yang mengidentifikasinya sebagai cara yang efektif untuk meningkatkan keterampilan reflektif dan ekspresi diri. Studi ini menyimpulkan bahwa photovoice menawarkan pendekatan yang menjanjikan untuk melibatkan siswa dalam penilaian diri dan umpan balik dari rekan, sehingga pembelajaran menjadi lebih interaktif dan reflektif. Temuan ini menunjukkan bahwa mengintegrasikan metode visual ke dalam kelas EFL dapat mendorong keterlibatan pelajar yang lebih dalam dan mendukung pengembangan penilaian evaluatif. Penelitian di masa mendatang harus menyelidiki penerapan photovoice yang lebih luas dalam berbagai konteks EFL dan dampaknya terhadap otonomi siswa dan pembelajaran kolaboratif.
ANALYZING ARGUMENTATIVE WRITING OF EFL UNIVERSITY STUDENTS Dagang, Antonius Gabriel Padu; Djehatu, Maria Goreti; Lomi, Aplonia Nelci Ke; Toni, Elvis Albertus Bin; Lake, Floribertha
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study sought to analyze how the third-semester students of the English Education Study Program of Widya Mandira Catholic University structured their writings based on the generic structures and language features of argumentative writing. A qualitative descriptive method was used in this study. The findings revealed the most common problem was the absence of counterarguments, which was found in the writings of 24 students (80%). There was also a problem of merging the generic structures, which was done by 14 students (46.67%). In correlation to this, 11 students (36.67%) contained weak and unclear conclusions in their writings. Another problem found was the lack of formal tone, where 13 students (43.33%) still used casual and informal phrases, and they showed subjective and informal attitude towards the topics. Errors of omission, addition, misformation, and misordering were also found in 14 students’ writings (46.67%). Misformation was the most frequently found with the total of 28 errors (45.16%), followed by omission with the total of 24 errors (38.71%), addition with the total of 7 errors (11.29%), and misordering with the total of 3 errors (4.84%), These findings suggest that simply assigning argumentative essays is not enough and there need to be more explicit guidance in structure, academic style, as well as grammar.
ANALYZING ARGUMENTATIVE WRITING OF EFL UNIVERSITY STUDENTS Dagang, Antonius Gabriel Padu; Djehatu, Maria Goreti; Lomi, Aplonia Nelci Ke; Toni, Elvis Albertus Bin; Lake, Floribertha
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study sought to analyze how the third-semester students of the English Education Study Program of Widya Mandira Catholic University structured their writings based on the generic structures and language features of argumentative writing. A qualitative descriptive method was used in this study. The findings revealed the most common problem was the absence of counterarguments, which was found in the writings of 24 students (80%). There was also a problem of merging the generic structures, which was done by 14 students (46.67%). In correlation to this, 11 students (36.67%) contained weak and unclear conclusions in their writings. Another problem found was the lack of formal tone, where 13 students (43.33%) still used casual and informal phrases, and they showed subjective and informal attitude towards the topics. Errors of omission, addition, misformation, and misordering were also found in 14 students’ writings (46.67%). Misformation was the most frequently found with the total of 28 errors (45.16%), followed by omission with the total of 24 errors (38.71%), addition with the total of 7 errors (11.29%), and misordering with the total of 3 errors (4.84%), These findings suggest that simply assigning argumentative essays is not enough and there need to be more explicit guidance in structure, academic style, as well as grammar.
Tracing the Use of Cognitive Strategies by Non-English Students in Learning English Talok, Damianus; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1486

Abstract

The objectives of the current research are to identify and quantify the cognitive strategies non-English students use when working on assignments or solving problems of the English language they are learning and seek to find out non-English students’ motivation and background knowledge of English as sustaining factors related to the use of numerous cognitive strategies leading to the success of learning. This research employed a case study qualitative approach. Data were taken from observations and interviews and were analyzed using thematic analysis. Results of this research show that non-English students treated as the subject of this research employed the so-called cognitive strategies in doing all tasks, including auditory representation, repetition, note-taking, resourcing, inferring, translation, and transfer. Although most students had only the so-called instrumental motivation, weak interest, and also, they lacked knowledge of English, yet it is proven that the cognitive strategies they employed have enabled them to do all given tasks. An important implication of this study is that learning should include training and supporting the students to understand the importance of learning strategy.
Tracing the Use of Cognitive Strategies by Non-English Students in Learning English Talok, Damianus; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1486

Abstract

The objectives of the current research are to identify and quantify the cognitive strategies non-English students use when working on assignments or solving problems of the English language they are learning and seek to find out non-English students’ motivation and background knowledge of English as sustaining factors related to the use of numerous cognitive strategies leading to the success of learning. This research employed a case study qualitative approach. Data were taken from observations and interviews and were analyzed using thematic analysis. Results of this research show that non-English students treated as the subject of this research employed the so-called cognitive strategies in doing all tasks, including auditory representation, repetition, note-taking, resourcing, inferring, translation, and transfer. Although most students had only the so-called instrumental motivation, weak interest, and also, they lacked knowledge of English, yet it is proven that the cognitive strategies they employed have enabled them to do all given tasks. An important implication of this study is that learning should include training and supporting the students to understand the importance of learning strategy.
Co-Authors Agustinus Semiun Cacciafoco, Francesco Perono Dagang, Antonius Gabriel Padu Damianus Talok Danibao, Bernardus Kopong Felix Tans Hornay, Priscilla Maria Assis Ke Lomi, Aplonia Nelci Kletus Erom Lake, Floribertha Priscilla Maria Assis Hornay Talok, Damianus Toni, Elvis Albertus Bin Wu, Shiyue Yohanis Nurak Siwa