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This Author published in this journals
All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Language Teaching and Learning (JETLE) Community Empowerment New Language Dimensions
Dwiansari Ramadhani
Universitas Islam Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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The application of positive psychology in English learning for students of MTsN 3 Sleman Faraz Faraz; Dian Dwi Anisa; Dwiansari Ramadhani
Community Empowerment Vol 9 No 2 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.10700

Abstract

This community service (PkM) aims to introduce the concept of Positive Psychology (PP) theory into English learning classroom to junior high school students. The method used is through direct teaching and training in the classroom over the course of four meetings. The teaching is carried out in several sessions consisting of material delivery on psychological factors of learning, easy steps to write, the application of positive psychology in relation to learning English, and the theory of writing in English. The teaching series was attended by grade 8 students at MTsN 3 Sleman whose English language skills were relatively low. The result obtained from this community service is that students can apply positive psychology theory in classroom by writing a gratitude journal as the main outcome.
What Matters in Online Speaking Classrooms?: Practical Implications Ramadhani, Dwiansari; Kayla Artamevia Putri
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p148-157

Abstract

This paper aims to propose practical implications of designing online speaking classrooms by presenting several issues and key aspects that need to be reevaluated by teachers or course designers. Several studies regarding factors motivating and hindering students’ speaking performance in online modes have been conducted but they do not discuss the interrelationship between each factor. Drawing from previous references, the study breaks down certain conditions that should be fulfilled if students’ positive attitudes and improved performance in online speaking classrooms should be achieved. Those conditions are related to the learning activities developed by the teacher, the choice of learning platforms, the exposure to inputs and resources, and the teacher’s preparedness for technology operation. At the end of this article, practical solutions are proposed to manage related issues and hence recommend suggestions for speaking teachers to improve more effective online classroom activities accordingly. I believe when designed effectively, online speaking classrooms can be one solution's alternative to facilitate practice regardless of learners’ education level and occupation.
Corpus-based Voyant Tools for Teaching IELTS Writing: Design and Implementation Ramadhani, Dwiansari
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1951

Abstract

This conceptual paper aims to present practical guidelines for integrating Voyant Tools into the design of IELTS writing classes, particularly in the English as a Foreign Language (EFL) context. The paper adopts a tool-application demonstration approach to propose instructional steps, drawing on a synthesis of literature in corpus linguistics in EFL teaching, Voyant Tools for writing, and Voyant Tools for teaching IELTS writing, which becomes the theoretical foundation of the practice. The method involves introducing Voyant Tools’ interface and key functions, fetching data, selecting keywords, and applying the tool in classroom instruction. The proposed procedure highlights how Voyant Tools can serve as a valuable solution to expose learners to authentic language patterns and enhance their awareness of academic writing style, thereby contributing to their improved writing performance. This approach has implications for EFL instructors to seek more accessible, corpus-based teaching methods and for researchers exploring digital tools in language education. It is recommended that more educators, as well as students, incorporate similar tools in other areas of language skills. The limitation of this paper is acknowledged regarding the absence of empirical classroom testing across more varied learner backgrounds.
Exploring the impact of time allocation on students’ writing performance: A quantitative study Ramadhani, Dwiansari
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i2.26482

Abstract

Many educational institutions have been conducting writing assessments to measure students’ ability in writing, yet little is known about whether time restriction and learning strategies are contributing factors to students’ performance. In Indonesian educational institutions, writing assessments serve as a means to measure students’ proficiency in articulating thoughts in the target language, providing teachers with insights into their linguistic ability. The objective of this study is to determine whether allocating extra time for timed academic essays will substantially enhance the quality of students' writing. Additionally, this study seeks to uncover the correlation between students' L2 learning strategies and their writing performance. This study used a quantitative design. The main instruments were questionnaires and writing tests collected at two parallel classes of a private university in Indonesia, comprising of 50 students in total as the study participants. The quantitative methods used independent t-tests and Spearman’s rho correlation to analyze the data. The result showed that time limit had a significant effect on writing performance (t(34.6)= 3.185, p= .003). Another result indicated minimal to no correlation between writing scores and autonomous learning practices. In conclusion, this study offers valuable and practical implications in the writing assessment industry that there should be a re-evaluation in the administration of writing assessment in educational institutions in Indonesia that truly reflects students’ writing ability.
Co-Authors Dian Dwi Anisa Faraz Kayla Artamevia Putri