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All Journal Jurnal Pendidikan Bahasa Jurnal Dinamika Pendidikan JET (Journal of English Teaching) Pioneer: Journal of Language and Literature DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
L. Angelianawati
Universitas Kristen Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE CONTRIBUTION OF STUDENTS’ BELIEFS ABOUT LANGUAGE LEARNING, LEARNING STYLES, AND LANGUAGE LEARNING STRATEGIES TOWARD THE ENGLISH ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOLS IN SINGARAJA Angelianawati, L
Jurnal Pendidikan Bahasa Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan Bahasa

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Abstract

Abstract This study was a correlational study, which was aimed at investigating whether or not there was a significant contribution of beliefs about language learning, learning styles, and language learning strategies on students’ English achievement. The research was done toward the eleventh grade students of state senior high schools in Singaraja Semester 1, in the academic year 2011/2012. The number of population was 798 students; and the sample was 160, which were determined through proportional random sampling technique. The data of beliefs about language learning were collected through BALLI (Horwitz, 1987) which was adapted from Artini (2006), learning styles through PLSPQ (Reid, 1984), language learning strategies through SILL (Oxford, 1990), and English achievement from documentations, namely from students’ school report books. The data were analyzed by using descriptive and inferential statistics. The descriptive statistics was used to describe the obtained variable data and the inferential statistics was used to analyze the requirement testing and hypothesis testing. The research results showed that there were significant contributions of each predictor, i.e. beliefs about language learning, learning styles, and language learning strategies, to the students’ English achievement (ρ < 0.05), namely 3.6% with r = 0.190, 5% with r = 0.224, and 2.9% with r = 0.172, correspondingly. There was also a positive and significant contribution of the beliefs about language learning, learning styles and language learning strategies simultaneously to their English achievement, with r = 0.257, ρ < 0.05, and the coefficient of determination (r 2) = 0.066 or 6.6%, in which the effective contribution of each from the strongest to the weakest were learning styles 3.51%, beliefs about language learning 1.71%, and language learning strategies 1.38% respectively. Key terms : beliefs about language learning, learning styles, language learning strategies, English achievement
STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING Angelianawati, L.
Jurnal Dinamika Pendidikan Vol 8 No 3 (2015): NOVEMBER
Publisher : Jurnal Dinamika Pendidikan

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Abstract

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning
INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION Angelianawati, Luh
Jurnal Dinamika Pendidikan Vol 9 No 2 (2016): JULI
Publisher : Jurnal Dinamika Pendidikan

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Abstract

ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa
THE CONTRIBUTION OF STUDENTS’ BELIEFS ABOUT LANGUAGE LEARNING, LEARNING STYLES, AND LANGUAGE LEARNING STRATEGIES TOWARD THE ENGLISH ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOLS IN SINGARAJA Angelianawati, L
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 1, No 2 (2012)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.104 KB)

Abstract

Abstract This study was a correlational study, which was aimed at investigating whether or not there was a significant contribution of beliefs about language learning, learning styles, and language learning strategies on students? English achievement. The research was done toward the eleventh grade students of state senior high schools in Singaraja Semester 1, in the academic year 2011/2012. The number of population was 798 students; and the sample was 160, which were determined through proportional random sampling technique. The data of beliefs about language learning were collected through BALLI (Horwitz, 1987) which was adapted from Artini (2006), learning styles through PLSPQ (Reid, 1984), language learning strategies through SILL (Oxford, 1990), and English achievement from documentations, namely from students? school report books. The data were analyzed by using descriptive and inferential statistics. The descriptive statistics was used to describe the obtained variable data and the inferential statistics was used to analyze the requirement testing and hypothesis testing. The research results showed that there were significant contributions of each predictor, i.e. beliefs about language learning, learning styles, and language learning strategies, to the students? English achievement (? < 0.05), namely 3.6% with r = 0.190, 5% with r = 0.224, and 2.9% with r = 0.172, correspondingly. There was also a positive and significant contribution of the beliefs about language learning, learning styles and language learning strategies simultaneously to their English achievement, with r = 0.257, ? < 0.05, and the coefficient of determination (r 2) = 0.066 or 6.6%, in which the effective contribution of each from the strongest to the weakest were learning styles 3.51%, beliefs about language learning 1.71%, and language learning strategies 1.38% respectively. Key terms : beliefs about language learning, learning styles, language learning strategies, English achievement
STUDENT RESEARCH IN ENGLISH LANGUAGE LEARNING L. Angelianawati
Jurnal Dinamika Pendidikan Vol. 8 No. 3 (2015): NOVEMBER
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v8i3.124

Abstract

English Language Teaching (ELT) is in need of innovative and up-to-date teaching strategies which can develop students’ language competence and performance effectively. Student research is affirmed as one of effective as well as innovative teaching strategies, which develops student-centered learning. Through this strategy, the students learn how gathering information, interpreting it, and making conclusions based on the information gathered. The main purpose of applying this strategy is to make the students learn from the research, discover and also construct knowledge by themselves, as well as use the language. One important point that should be considered in implementing this strategy is the level of education in which the strategy is implemented. This article presents the way how this strategy may be utilized in the classroom.Keywords : student research, teaching strategy, student centered learning
INDIVIDUAL PROBLEM SOLVING SHARED READING TO DEVELOP STUDENTS’ READING COMPREHENSION Luh Angelianawati
Jurnal Dinamika Pendidikan Vol. 9 No. 2 (2016): JULI
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v9i2.343

Abstract

ABSTRACTTeaching English as a Foreign Language is challenged to find strategies which develop student-centered learning and be able to cultivate students’ language competence and performance effectively. Shared reading is affirmed as one of effective strategies to develop student-centered learning. The strategy is recognized as a creative and exciting model for active learning by doing a group or student-sharing. It makes students learn how making connections, predicting, asking questions, understanding new vocabulary, and making inferences. The main purpose of applying this strategy is to make the students have knowledge of vocabulary and concepts of print and literature reading, as well as use the language through collaborative reading experience. In implementing this strategy, the level of education in which the strategy is implemented should be considered. The way how this strategy may be utilized in the classroom is presented in this article.Keywords: shared reading, teaching strategy, student centered learningABSTRAKPengajaran Bahasa Inggris sebagai Bahasa Asing ditantang untuk menemukan strategi yang mampu mengembangkan pembelajaran yang berpusat pada siswa dan mampu menumbuhkan kemampuan berbahasa dan kinerja siswa secara efektif. Membaca bersama diakui sebagai salah satu strategi yang efektif untuk mengembangkan pembelajaran yang berpusat pada siswa. Strategi ini diakui sebagai model pembelajaran aktif yang kreatif dan menarik dengan cara belajar bersama kelompok. Hal tersebut membuat siswa belajar bagaimana menghubungkan informasi, memprediksi, mengajukan pertanyaan, memahami kosa kata baru, dan membuat kesimpulan. Tujuan utama dari penerapan strategi ini adalah untuk membuat siswa memiliki pengetahuan kosa kata dan konsep tentang bacaannya, serta menggunakan bahasa melalui pengalaman membaca kolaboratif. Dalam menerapkan strategi ini, tingkat pendidikan di mana strategi ini dilaksanakan harus dipertimbangkan. Cara bagaimana strategi ini dapat dilakukan di dalam kelas disajikan dalam artikel ini.Kata kunci: membaca bersama, strategi pengajaran, pembelajaran berpusat pada siswa
PHILOSOPHICAL LINGUISTIC RELATIVITY: SEBUAH KAJIAN TENTANG POKOK PIKIRAN FILSAFAT RELATIVISME BAHASA Luh Angelianawati
Jurnal Dinamika Pendidikan Vol. 10 No. 3 (2017): NOVEMBER
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v10i3.635

Abstract

ABSTRAKRelativisme adalah kebalikan dari rasionalisme. Dalam kasus ini, teori relativitas bahasa merupakan bagian dari filsafat relativisme. Filsafat ini memandang bahwa bahasa bukanlah sebuah entitas yang statis atau mutlak. Bahasa diyakini dapat mempengaruhi pikiran. Budaya, melalui bahasa, mempengaruhi cara berfikir individu dan bagaimana mereka melihat dunia atau realitas. Konsep dasar dari filsafat ini adalah bahwa bahasa mempengaruhi pikiran, Bahasa bersifat istimewa atau unik, dan bahwa bahasa dan budaya bersifat relatif. Masing-masing konsep memiliki kekuatan, kelemahan, peluang, dan ancaman. Relativisme berimbas pada berbagai aspek kehidupan manusia, khususnya pendidikan. Hal tersebut membawa implikasi pada pendidikan secara umum, dan pembelajaran bahasa, moralitas, pragmatisme dan kurikulum secara khusus, jika dilihat dari sudut pandang pendidikan.Kata Kunci: Relativisme, bahasa, filsafat, relativitas bahasa ABSTRACTRelativism is an antithesis of rationalism. In this case, linguistic relativity belongs to relativism. It views that language is not a static entity. Language is believed influencing thought. Culture, through language, influence the individuals’ ways of thinking and how they view the world or realities. The basic concepts of this philosophy are that language dictates thought, language is idiosyncratic or unique, and that language and culture are relative. Each concept has its strengths, weakness, opportunities and threats. Relativism imposes on the various aspects of human life, particularly education. It brings implications on education in general, and on language learning, morality, pragmatism, and curriculum specifically, when it is seen from education point of view.Keywords: Relativism, language, philosophy, linguistic relativity
Vol 1 No 12 (2018): JULI HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES: L. Angelianawati, Universitas Kristen Indonesia L. Angelianawati
Jurnal Dinamika Pendidikan Vol. 11 No. 2 (2018): JULI
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v11i2.814

Abstract

ABSTRAk Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi. Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris ABSTRACT One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education. Key Words: Higher Education, Teaching Strategies, English Education
BEING AN ENGLISHTEACHER IN INDUSTRIAL REVOLUTION 4.0: AN OVERVIEW ABOUT ROLES, CHALLENGES, AND IMPLICATIONS L Angelianawati
Jurnal Dinamika Pendidikan Vol. 11 No. 3 (2018): NOVEMBER
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51212/jdp.v11i3.896

Abstract

ABSTRAK Perkembangan ilmu pengetahuan dan teknologi yang sangat pesat di era revolusi industri 4.0, berdampak luar biasa terhadap kehidupan manusia, salah satunya pada bidang Pendidikan. Teknologi digital berimbas pada system pendidikan di Indonesia, khususnya Bahasa Inggris, mengingatkemampuan berkomunikasi bahasa asing menjadi bagian tak terpisahkan dari pemanfaatan teknologi. Dalam hal ini, guru Bahasa Inggris memiliki peran yang dapat menentukan keberhasilan pendidikan bahasa. Peran-peran tersebut dapat memperlengkapi siswa-siswi dengan literasi baru meliputi literasi data, teknologi, dan sumber daya manusia, keterampilan, dan karakter bangsa sehingga mereka bias menjadi agen perubahan yang bijaksana dalam menyikapi dan menggunakan kecanggihan teknologi, dengan tetap memperhatikan nilai kemanusian. Meskipun memberikan banyak manfaat bagi kehidupan dan menyediakan kemudahan bagi manusia, revolusi industry ini memberikan tantangan yang cukup kompleks pada para praktisi pendidikan, khususnya para guru Bahasa Inggris. Selainitu, revolusi ini juga membawa implikasi pada dunia pendidikan, terutamanya pada pembelajaran Bahasa. Kata kunci: guru Bahasa Inggris, RevolusiIndustri 4.0, peran ABSTRACT The rapid development of science and technology in the era of industrial revolution 4.0, has tremendous impacts on human life, one of them in the field of Education. Digital technology causes a shift on the education system in Indonesia, especially English education, since the ability to communicate in foreign languages is an integral part of the technology utilization. In this case, English teachers have particular roleswhich can determine the success of the language education. These roles can equip students with new literacies including data literacy, technology literacy, and human literacy, skills, and national characters,which make them become wise agents of change in addressing and using technological sophistication, without neglecting human values. Although, it provides many benefits and conveniencesfor human beings, this industrial revolution provides quite complex challenges for education practitioners, especially English teachers. In addition, this revolution also bears implications toward the world of education, especially in language learning. Key words: English teacher, Industrial Revolution 4.0, roles
Students' Perception of Using Storytelling Technique to Improve Speaking Performance at SMPN 143 Jakarta Utara Greta Natasia; Luh Angelianawati
Journal of English Teaching Vol. 8 No. 2 (2022): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v8i2.4063

Abstract

Speaking is an essential skill to master in every foreign language learning. It even can be used to measure a foreign language learner’s success. However, learning to speak a foreign language, particularly English, is extremely difficult for beginners and to help them using storytelling is highly recommended (Haven, 2000; Caine, et al., 2005). However, learners’ perception is one of the most important success factors in any learning technique, including storytelling, because they are among the main stakeholders of learning. This study aims at exploring students’ perception of storytelling techniques use to improve speaking. Involving 74 students of SMPN 143 North Jakarta, the data was collected using a set of questionnaires. The results show that the participants had a positive perception of the use of storytelling techniques. They found the technique interesting, beneficial, and easy to use.
Co-Authors Greta Natasia Pardede, Parlindungan