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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Indonesian Journal of English Language Studies (IJELS) LLT Journal: A Journal on Language and Language Teaching Journal of English Language and Education
Fransiscus Xaverius Mukarto, Fransiscus Xaverius
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Lived Experience of Project-Based Learning Ferianda, Sandy; Mukarto, Fransiscus Xaverius
Beyond Words Vol 5, No 1 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i1.1115

Abstract

Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS) Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a) authentic learning, b) learner autonomy, c) cooperative learning, d) multiple intelligences, e) understanding others, and f) personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.
Unpacking Teachers' Feedback on Students' Writing: A Content Analysis of Writing Exemplars Tukan, Antonius Ikrar Asmarajati Laga; Mukarto, Fransiscus Xaverius
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.506

Abstract

Feedback is crucial for facilitating student learning and growth. Recognizing the significance of effective feedback provision, this study aimed to elucidate the types and aspects of feedback from teachers crucial for enhancing student writing proficiency. The study centers on analyzing teachers' written feedback provided on student writing exemplars sourced from the New Zealand Curriculum. Employing content analysis methodology, the researchers investigated the feedback types employed by teachers to improve student writing skills. The findings revealed a varied distribution of feedback types he results of the study on writing exemplars at different levels indicate that feedback is given both directly and indirectly, with a focus on form in the lower levels of writing and a shift towards a focus on content in the higher levels. The feedback is fairly balanced between direct and indirect, with a higher percentage of indirect feedback. In the lower levels, form-focused feedback dominates, while in the higher levels, content-focused feedback becomes more prominent. This suggests a progression in the emphasis on content as writing skills develop. It suggests that indirect feedback is particularly conducive to enhancing writing proficiency among advanced students, empowering them to independently rectify errors. By uncovering the subtle interaction between different feedback approaches and the proficiency levels of student writers, our study provides meaningful perspectives for teachers aiming to enhance feedback strategies.
A POLYGLOT’S STRATEGIES IN LEARNING FOREIGN LANGUAGES: A CASE STUDY Martiningsih, Widiana; Mukarto, Fransiscus Xaverius
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.7086

Abstract

Polyglots typically have specific learning strategies to learn new languages. This study aims to tap into the learning strategies employed by a female Indonesian who speaks six languages, namely Javanese, Minang, Malay, Indonesian, English, and Russian, and is currently learning three additional languages, namely French, Spanish, and Arabic. This case study used an interview to gain a deeper understanding of the learning strategies. The interview revealed that the participant used direct and indirect strategies in a balanced proportion. Further discussion also revealed that she used cognitive strategy and social strategy most frequently, i.e. in the form of practice and social interaction, respectively. The case study is expected to serve as a reference for language learners seeking to learn new languages.
Module and Lesson Unit Templates in the Course Book English in Mind: A Content Analysis Krisdian, Joseph Emmanuel; Mukarto, Fransiscus Xaverius; Yuniarto, Laurensius Albertus Chandra
Indonesian Journal of English Language Studies (IJELS) Vol 8, No 2 (2022): September 2022
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v8i2.5906

Abstract

Using coursebooks in language learning is a crucial means of obtaining knowledge. This study focused on Indonesia, delves into examining the first edition of Cambridge University Press's English in Mind: Student's Starter Book through content analysis. The research objective is to uncover the book's module and lesson unit templates. The analysis concentrates on two of the four modules and their accompanying lesson units. Findings indicate that the module template is consistent and includes three significant components: topics and learning outcomes, lesson units, and assessment. The template for lesson units, however, displays a certain degree of variability regarding the number of sections and the content of learning tasks. This variance arises from the necessary scaffolding processes to achieve the unit's intended learning outcomes. Examining coursebook content through content analysis is crucial in understanding the language learning process and determining the effectiveness of instructional materials. In conclusion, the results of this study contribute to the advancement of language education by highlighting the significance of coursebook analysis in evaluating the quality and consistency of language instructional materials.
Co-Authors Krisdian, Joseph Emmanuel Martiningsih, Widiana Sandy Ferianda, Sandy Tukan, Antonius Ikrar Asmarajati Laga Yuniarto, Laurensius Albertus Chandra