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All Journal Anglophile Journal Aisyah Journal of English Language Teaching
Dyah Fitri Mulati
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Education Languange, Linguistic, Communication & Media Other

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ANALYZING THE WRITING ASSESSMENT TO IMPROVE STUDENTS’ ABILITY IN WRITING PERFORMANCE Septika Ariyanti; Dyah Fitri Mulati; Defy Gustianing; Eka Pratiwi Yunianti; Bastian, Arif Alexander
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 2 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i2.1442

Abstract

A writing assessment is a review of an individual's writing abilities and skills. Usually, the goal is to assess a person's written communication skills. There are numerous various ways to evaluate writing, including essays, performance tasks, and multiple-choice exams. The purpose of a writing evaluation is to thoroughly evaluate an individual's writing abilities, including their command of syntax, vocabulary, style, and organization.The purpose of this research is to analyze the writing assessment of some previous research related for students’ ability in writing. The amount of the research are three research. This research belongs to library research. In collecting the data, the writer use documentation. The instrument used was the writer itself. The data will be analyzed descriptively by use table and words explanation. The result of this research reveals some ways to analyze students’ writing paragraph.
NEEDS ANALYSIS FOR ENGLISH DISCOURSE TEXTBOOKS EVALUATION FOR INDONESIAN STUDENTS: GRADUATE STUDENTS’ PERCEPTION Badi’atul Azmina; Dyah Fitri Mulati; Khotimah Mahmudah; admin, admin
Aisyah Journal of English Language Teaching (AIJELT) Vol. 3 No. 1 (2024): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v3i1.1633

Abstract

This study aims to uncover the perceptions of graduate students on the content, examples, exercises/tasks, and presentation/format of the textbook "Analisa Wacana dan Pengajarannya" for the subject of Discourse Analysis and Language Teaching (DA and LT). This descriptive qualitative research involved students’ perceptions of the selection of discourse textbooks in relation to their needs as the object of the research. Meanwhile, the subjects of the research were graduate students of the English Education Department in one of the state universities in Surakarta, Indonesia. The data collection methods utilized were the administration of questionnaires and document analysis. The findings revealed that nearly all students expressed a favorable response about the analysis of the textbook, including its content, examples, exercises/tasks, and presentation/format. Nevertheless, several comments provided valuable input to the instructor of the DA and LT Subject, prompting revisions to certain sections of the book.
THE ADVANTAGES AND BARRIERS OF DYNAMIC ASSESSMENT IN EFL WRITING: A REVIEW Dyah Fitri Mulati; Intan Mahardika Kusumastuti
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 1 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i1.1085

Abstract

Assessment may affect the quality of teaching and learning. Dynamic Assessment (DA) is essential for teachers and students in education, especially in administering the assessment process. DA is a pedagogical approach grounded on Vygotsky's idea from the Zone of Proximal Development (ZPD). The key to such formation is the mediation session (by the teacher) and the automaticity or independency in performing the task (by the student) due to the appropriate guideline for administering the assessment. DA offers a more significant opportunity for future capabilities and experience to present and affords material about learning in general, including language learning. This paper presents an overview of DA in EFL Writing and its advantages and barriers in improving the quality of teaching with strategies to address. As the main results, this study revealed several advantages of using DA in EFL Writing and several barriers, including needing a precise procedure, taking more extended time, and more effort to implement. This paper is expected to contribute to developing teaching and learning quality, especially in assessing students in the EFL Writing context.
A Personal Narrative on Learning English and the Influence of Sociocultural Theories Suhono, Suhono; Siusana Kweldju; Dyah Fitri Mulati; Dian Puspa Negara; Andy Mappewali; Sahyoni
Anglophile Journal Vol. 4 No. 2 (2024): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v4i2.538

Abstract

This autoethnographic study explores my personal journey of learning English, framed through the lens of sociocultural theory. By reflecting on key stages of my life, from early childhood exposure and formal schooling to informal learning through media and peer interaction, the research describes how language development is not a linear or purely academic process, but one shaped by social relationships, cultural environments, and evolving identity. Drawing on Vygotsky’s sociocultural theory and related scholarship, the narrative traces how various mediators, including family, teachers, technology, and community have influenced my motivation, confidence, and sense of belonging in English-speaking contexts. The findings reveal that language learning is deeply intertwined with identity negotiation and cultural integration, culminating in a sense of ownership over the English language. This study contributes to the field by emphasizing the emotional, reflective, and personal dimensions of language acquisition, which are often overlooked in traditional second language research. It suggests that incorporating learners’ lived experiences, informal learning practices, and identity development into language education can foster more inclusive and meaningful pedagogies. The research also opens pathways for further studies using narrative and qualitative approaches to better understand the complex, socioculturally embedded nature of language learning.
Co-Authors admin admin, admin Andy Mappewali Arif Alexander Bastian Ariyanti, Septika Badi’atul Azmina Dian Puspa Negara Eka Pratiwi Yunianti Gustianing, Defy Intan Mahardika Kusumastuti Khotimah Mahmudah Sahyoni Siusana Kweldju Suhono Suhono, Suhono