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All Journal Jurnal Pendidikan Bahasa Jurnal Dinamika Pendidikan JET (Journal of English Teaching) Pioneer: Journal of Language and Literature
L Angelianawati
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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 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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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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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
Using Drama in EFL Classroom Angelianawati, Luh
JET (Journal of English Teaching) Vol. 5 No. 2 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.018 KB) | DOI: 10.33541/jet.v5i2.1066

Abstract

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.
Synchronous Vs. Asynchronous Online Language Learning Post-Covid-19 Pardede, Parlindungan; Angelianawati, Luh
Pioneer: Journal of Language and Literature Vol 16 No 2 (2024)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v16i2.4227

Abstract

The concepts of EFL learners’ perceptions of online learning in current literature were generated by research conducted before and amid the COVID-19 pandemic. Due to the different status of online learning post-COVID-19, these concepts might have been unfashionable. This explanatory sequential mixed methods study aimed to uncover pre-service EFL teachers’ perceptions of asynchronous online learning (AOL) and synchronous online learning (SOL) post-COVID-19 pandemic to fill in the gap. Involving 34 pre-service EFL teachers at Universitas Kristen Indonesia, data were collected and triangulated using a survey and a semi-structured interview. The results revealed that the participants had positive perceptions of AOL and SOL. However, their perception of AOL was higher in terms of engagement, interaction, collaboration, and advantages than that of SOL. The latter was higher only in social presence, indicating the AOL’s superiority over SOL. The participants also believed that, if designed well and supported by high-quality tools, an internet connection, and bandwidth, both AOL and SOL can facilitate a robust learning environment for EFL learning and teaching. Thus, future research should focus on instructional designs of both AOL and SOL (or their combination) that can optimize their power for delivering learning materials and experiences.
Co-Authors Pardede, Parlindungan