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All Journal Jurnal Pendidikan Bahasa Inggris Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education BAHASA DAN SASTRA IJEE (Indonesian Journal of English Education) Celt: A Journal of Culture, English Language Teaching & Literature OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Journal of English and Education ELT Echo E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Foreign Language Teaching and Learning Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pengabdian UntukMu NegeRI LLT Journal: A Journal on Language and Language Teaching Journal of Teaching and Learning English Issues Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Proceedings of ISELT FBS Universitas Negeri Padang Elsya : Journal of English Language Studies IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Diseminasi : Jurnal Pengabdian kepada Masyarakat ELTR Journal Journal of English Teaching and Learning Issues DEDIKASI PKM Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat

Yustinus Calvin Gai mali

Universitas Kristen Satya Wacana

Author-ID : 615989

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MOTIVATIONAL FACTORS IN THE INDONESIAN EFL WRITING CLASSROOM Gai mali, Yustinus Calvin
Jurnal Pendidikan Bahasa dan Sastra Vol 15, No 1 (2015): Volume 15, Nomor 1, April 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v15i1.794

AbstrakÂ Meskipun motivasi dianggap penting sebagai salah satu faktor utama penentu pencapaian belajar siswa, pokok persoalan berkaitan dengan faktor-faktor yang mempengaruhi motivasi siswa dalam mempelajari mata kuliah tertentu, khususnya menulis Bahasa Inggris sebagai Bahasa Asing yang berkaitan dengan para mahasiswa Indonesia, belum dikaji secara mendalam. Kajian dalam makalah ini bertujuan untuk meneliti faktor motivasi yang dirasakan oleh para mahasiswa Indonesia di kelas menulis Bahasa Inggris sebagai Bahasa Asing mereka. Peserta dalam kajian ini adalah 19 mahasiswa semester pertama di kelas Creative Writing F di Program Studi Pendidikan Guru Bahasa Inggris, Universitas Kristen Satya Wacana, tahun ajaran 2014/2015. Data penelitian diambil dari jurnal reflektif dimana para peserta menuliskan refleksi mereka berkaitan dengan pokok persoalan tersebut. Analisa data nampak membuktikan bahwa kinerja positif seorang guru, teman sekelas yang inspiratif, orang tua yang memotivasi, dan suasana kelas yang positif merupakan faktor utama yang mempengaruhi motivasi belajar para mahasiswa di dalam kelas mereka. Pada akhirnya, kajian ini nampak mengindikasikan pentingnya kolaborasi konstruktif antara guru, mahasiswa, dan orang tua sebagai faktor utama penentu motivasi belajar dan pencapaian akademis para siswa di dalam kelas menulis mereka.Kata-kata kunci: motivasi, faktor motivasi, menulis Bahasa Inggris sebagai Bahasa Asing, kelas Creative WritingÂ AbstractDespite the essence of motivation as one of primary determinants for studentsâ€™ learning achievement, issues of factors influencing studentsâ€™ motivation in learning a particular subject, particularly English as a Foreign Language (EFL) writing with regard to Indonesian university students, have not been discussed sufficiently. The study reported in this paper aims to explore motivational factors perceived by Indonesian university students in their EFL writing classroom. The participants of the study were 19 freshmen at Creative Writing Class F within the English Language Education Study Program, Faculty of Language and Literature, Satya Wacana Christian University (ED-SWCU), academic year 2014/2015. Data was collected through reflective journals in which the participants wrote their reflections dealing with the issues. The data analysis appeared to prove that positive teacherâ€™s performance, inspiring classmates, motivational parents, and positive classroom atmosphere were primary factors influencing the studentsâ€™ learning motivation in their classroom. Finally, the present study would seem to indicate the importance of constructive collaboration among teachers, students, and parents in determining the studentsâ€™ learning motivation and academic achievement in their EFL writing classroom.Keywords: motivation, motivational factors, EFL writing, Creative Writing class

WRITING GRAMMATICAL SENTENCES: VOICES OF INDONESIAN UNDERGRADUATES IN EFL CLASSROOMS Gai Mali, Yustinus Calvin
Jurnal Pendidikan Bahasa dan Sastra Vol 16, No 1 (2016): Volume 16, Nomor 1, April 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v16i1.3058

AbstractÂ Â Â Â Â This study aims to explore perspectives of Indonesian undergraduates on factors that conceivably help them to write grammatical English sentences. The participants of the study were 40 students in a Procedural Writing class and an Extensive Reading class, at English Language Education Study Program, Dunia University, Indonesia (ED-DU); academic year 2014/2015. The data were collected through studentsâ€™ written responses and interview. More specifically, the students responded to a statement asking their perspectives towards the issue. In the interview process, the researcher asked 3 participants to provide further clarification of the responses they have written. The findings provide some evidence that friendsâ€™ feedback, sufficient time to practice, and lecturerâ€™s feedback are the primary factors perceived by the students. Besides, the overall results of the study would seem to indicate that possessing grammatical competence, specifically in writing the grammatical sentences, needs conscious focus on grammatical aspects through explicit learning of grammar rules and sufficient time to practice the rules, which the study posits as conceivable ways to enhance the studentsâ€™ grammatical accuracy. Eventually, the study proposes possible pedagogical ideas to help the students to minimize their grammatical errors, as an attempt to support their roles as a future professional English teacher and language user.Â Â Â Â Â Keywords: grammar, grammatical sentence, explicit learning, practiceÂ AbstrakPenelitian ini bertujuan untuk menyelidiki pandangan dari mahasiswa calon sarjana di Indonesia tentang faktor yang dapat membantu mereka untuk menulis kalimat bahasa Inggris dengan tata bahasa yang benar. Peserta dalam kajian ini adalah 40 mahasiswa di salah satu kelas Procedural Writing dan Extensive Reading, pada Program Studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia, tahun akademik 2014/2015. Data penelitian diambil dari respon tertulis mahasiswa dan wawancara. Secara lebih rinci, para mahasiswa merespon suatu pernyataan yang menggali pandangan mereka terkait dengan pokok persoalan tersebut. Dalam proses wawancara, peneliti meminta 3 peserta dalam kajian ini untuk menjelaskan lebih jauh tentang respon tertulis mereka. Hasil analisa data memberikan beberapa fakta bahwa umpan balik teman, waktu yang cukup untuk berlatih, dan umpan balik guru merupakan faktor utama yang disebutkan oleh para mahasiwa. Selain itu, keseluruhan hasil dari kaijan ini nampak mengindikasikan bahwa memiliki kompetensi ketatabahasaan, khususnya dalam menulis kalimat dengan tata bahasa yang benar, memerlukan fokus secara sadar pada aspek-aspek tata bahasa melalui pembelajaran eksplisit aturan ketatabahasaan dan waktu yang cukup untuk berlatih aturan tersebut. Pada akhirnya, kajian ini mengusulkan beberapa gagasan pedagogi yang mungkin dapat membantu para mahasiswa dalam mengurangi kesalahan tata bahasa mereka, sebagai suatu usaha untuk menunjang peran mereka sebagai guru bahasa Inggris dan pengguna bahasa yang profesional di masa yang akan datang.Kata kunci: tata bahasa, kalimat dengan tata bahasa yang benar, pembelajaran secara eksplisit, latihan

PROJECT BASED ACTIVITIES IN A CALL CLASSROOM: EFL STUDENTSâ€™ EXPERIENCES Gai Mali, Yustinus Calvin; Timotius, Anne Indrayanti
International Journal of Education Vol 11, No 1 (2018): August 2018
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i1.10177

This study investigates studentsâ€™ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the studentsâ€™ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

Integrating Technology in Indonesian EFL Classrooms: Why Not? Gai Mali, Yustinus Calvin
Beyond Words Vol 4, No 1 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v4i1.799

The Minister of Education and Culture Republic of Indonesia, through its substantial policies, has gradually encouraged teachers in Indonesia to integrate the use of technology into their teaching practices. Responding to the policies, this paper aims to introduce Hot Potatoes, Blog, and Edmodo, as some alternative educational technology that the teachers can utilize to support their teaching practices, particularly in their English as a Foreign Language (EFL) classrooms. The paper addresses technological potentials of the technology for teaching and learning, such as for accessing information about the language, providing exposure to English, publishing learner work, interacting with other learners, managing, and organizing learning. The paper also explains possible challenges in utilizing the technology specifically in EFL teaching contexts. The discussions are supported with my reflective experience in utilizing the technology, related research findings, and literature. This paper provides insights into alternative educational technology that the teachers can use. Additionally, the paper can encourage the teachers to begin utilizing the technology to support their teaching practices and help students achieve learning objectives in their EFL classrooms.

Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice Yustinus Calvin Gai Mali
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.2651

ABSTRACT Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning. ABSTRAK Pembelajaran berbasis proyek (PBL) merupakan suatu pendekatan instruksi yang mengajarkan suatu konsep kurikulum yang didukung prinsip pengajaran yang terpusat pada siswa, otonomi siswa, pembelajaran kolaboratif, dan pembelajaran melalui tugas. Kajian ini memberikan alasan tentang implementasi PBL untuk merancang dua proyek utama dan aktifitasnya di kelas Creative Writing dan Second Language Acquisition pada program studi Pendidikan Bahasa Inggris, Universitas Dunia Indonesia. Selain itu, kajian ini memaparkan secara rinci praktik pedagogi dan sumber pembelajaran yang digunakan di kedua kelas tersebut. Pembahasan dalam kajian ini nampak mengindikasikan bahwa penggunaan PBL dalam kedua proyek tersebut menunjukan tingkat partisipasi siswa yang tinggi dan praktek pengajaran guru yang inovatif. Akhirnya, kajian ini berharap untuk memberikan guru Bahasa Inggris sebagai Bahasa Asing yang mempunyai praktik pengajaran serupa dengan ide praktis yang mereka bisa modifikasi dan kembangkan untuk membantu siswa mencapai tujuan pembelajaran tertentu dalam kelas mereka dan melanjutkan kecenderungan positif pada implementasi PBL dalam pengajaran dan pembelajaran. How to Cite: Mali, Y.,C., G. (2016). Project-Based Learning in Indonesian EFL Classrooms: from Theory to Practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105. doi:10.15408/ijee.v3i1.2651 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.2651

Motivational Teaching Strategies in Indonesian EFL Writing Classrooms Yustinus Calvin Gai Mali
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography Yustinus Calvin Gai Mali
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.2860

Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented.

EDMODO AS A VIRTUAL LEARNING ENVIRONMENT IN ACADEMIC WRITING CLASS Yustinus Calvin Gai Mali
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.85 KB)

Minister of Education and Culture Republic of Indonesia, through its substantial policy stipulated in Indonesian Qualification Framework (KKNI), has issued integrating technology into teachers' pedagogical practices. Responding creatively to the policy, the study explores 21 Indonesian undergraduates' perspectives on the use of Edmodo, a virtual learning environment as rvell as a pedagogical and collaborative communication system, in facilitating them to achieve the learning objectives in Academic Writing Class at English Language Education Study Program, Satya Wacana Christian University (ED-SWCU). Data were collected through an online questionnaire and interview. On the questionnaire, the participants responded 18 multiple-choice statements and 2 open-ended questions dealing with possible advantages and challenges in using Edmodo. In the interview process, the researcher involved 4 pafticipants to explore their perspectives on how Edmodo facilitates them to achieve learning objectives in their classroom. The data analysis provides some evidence that the students respond positively the use of Edmodo. Further, with regard to the findings, the study would seem to indicate the essence of teacher-student communication and the teacher's feedback in helping the students achieve the leaming objectives. Eventually, the study hopes to provide ED-SWCU students, regarded as an English teacher candidate, and Indonesian teachers with insights into the pedagogical applications ofusing Edmodo. It is expected that they can have more alternatives on conceivable educational technologies they can utilize to support their teaching activities and to facilitate their students achieve particular learning objectives in their classrooms.

MEMENANGKAN BEASISWA DIKTI-FUNDED FULBRIGHT: TUJUH PETUNJUK PRAKTIS Yustinus Calvin Gai Mali
ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 (2022): April 2022
Publisher : Universitas Sanata Dharma

This article reports a community service activity that shares my practical tips specifically for lecturers and students about how to win a DIKTI-Funded Fulbright scholarship to study for a Ph.D. in the United States. This community service was conducted in one online synchronous session on Zoom on October 10, 2021. In the Zoom session, the author shared seven practical tips for the participants: (1) have supportive friends, (2) visit the American Indonesian Exchange Foundation (AMINEF) website, (3) review the scholarship requirements, (4) fill in the application form, now, (5) have some publications, (6) tell “real” contributions you can make, and (7) ask people to read and give feedback to your study objectives and personal statement. This article might interest those who are planning to apply for the same scholarship.

The exploration of Indonesian students’ attributions in EFL reading and writing classes Yustinus Calvin Gai Mali
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 50, No 1 (2022)
Publisher : Fakultas Sastra Universitas Negeri Malang

The exploration of Indonesian students’ attributions in EFL reading and writing classesAlthough the previous studies have given so much attention to exploring the students’ attributions in various settings and academic levels, there is a scarcity of research that presents and compares findings on the attributions of Indonesian university students, specifically in the reading (receptive skill) and writing (productive skill) courses. This study researched students’ attributions in their English as a Foreign Language (EFL) writing and reading classrooms at a private university in Indonesia. The research participants were 161 students who responded to an online questionnaire that explored their attributions for the success or failure in achieving the learning objectives of the classes. The study revealed that most of the students in both courses could successfully achieve the learning objectives, and there were no attribution differences in the courses. Their effort and positive teacher’s performances were mostly cited attributions for the success, whereas low ability and lack of effort were the primary attributions for some students’ failure in achieving the learning objectives of the classes. Practical strategies to support teaching and learning in the EFL reading and writing classes and directions for further research were presented.Keywords: attribution, EFL teaching, reading, writingEksplorasi atribusi mahasiswa Indonesia di kelas menulis dan membaca bahasa Inggris sebagai bahasa asingMeskipun penelitian sebelumnya telah banyak mengeksplorasi atribusi siswa di tempat dan tingkat pendidikan yang berbeda, masih sedikit penelitian yang menyajikan dan membandingkan hasil kajian atribusi dari para mahasiswa Indonesia, khususnya di kelas membaca (kemampuan reseptif) dan menulis (kemampuan produktif). Kajian ini meneliti atribusi para mahasiswa di kelas menulis dan membaca bahasa Inggris sebagai bahasa asing (EFL) di salah satu universitas swasta di Indonesia. Subjek penelitian ini adalah 161 mahasiswa. Mereka mengisi kuesioner secara online yang mengeksplorasi atribusi tentang keberhasilan dan kegagalan mereka untuk mencapai tujuan pembelajaran di dalam kelas. Hasil penelitian menunjukan bahwa mayoritas mahasiswa merasa dapat mencapai tujuan pembelajaran dengan sukses, dan tidak ada perbedaan atribusi di kedua kelas tersebut. Usaha dan performa positif guru mereka menjadi atribusi yang banyak disebutkan oleh para mahasiswa untuk keberhasilannya, sedangkan tingkat kemampuan yang rendah dan kurangnya usaha menjadi atribusi utama yang menjelaskan tentang kegagalan beberapa mahasiswa untuk mencapai tujuan pembelajaran di dalam kelas. Strategi praktikal untuk mendukung pengajaran dan pembelajaran di kelas membaca dan menulis EFL tersebut, dan petunjuk untuk penelitian selanjutnya juga dibahas.Kata kunci: atribusi, pengajaran EFL, membaca, menulis

Co-Authors Adventi, Arinda Luthyara Anita Kurniawati Hadiyanto Anne Indrayanti Timotius Antonina Anggraini Setiamunadi Ardiyarso Kurniawan Daniel Kurniawan Debora Tri Ragawanti Dewani, Meta Sekar Januardi, Josephine Ilona Joseph Ernest Mambu Kisnanto, Yustina Priska Kritandani, Weny Listyani Lokollo, Natalia Christy Emy Made Frida Yulia Made Hery Santosa Neny Isharyanti Pakiding, Risdy Wijaya Paramitha, Nathasa Gracia Picauly, Irma Amy Putra, Angga Widitama Putri, Yohanna Amanda Setyarini, Maria Christina Eko Swara, Sanditya Jati Tanore, Jose Argo Wardani, Candra Dewi Dwika

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