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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Ilmiah Spectral Journal of Educational Learning and Innovation (ELIa)
Putra, Fahry Rizaldy
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE INITIATION, RESPONSE, AND FEEDBACK (IRF) IN ENGLISH LANGUAGE TEACHING: A LITERATURE REVIEW Dalia, Arisa Cahyalaili; Putra, Fahry Rizaldy
Jurnal Ilmiah Spectral Vol. 10 No. 1 (2024): Vol. 10 No. 1 (2024): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/ya5nfp19

Abstract

Initiation between teachers and students is the foundation for classroom discourse. Multiple models for classroom discourse could improve the initiation between the teacher and students in the classroom. It is presumptively true that classroom discourse "follows a fairly normal and predictable pattern, also known as IRF, or IRE: Initiation, Response, and Feedback or Evaluation, consists of three parts: a teacher Initiation, a student response, and a teacher Feedback. Some authors and practitioners prefer IRE to represent that teachers' feedback is typically an assessment of a student's participation. Teachers continually evaluate if a statement is correct and provide feedback to students. In this study, researchers use a literature review. A literature review examines academic books, papers, and other sources relevant to a topic, discipline of study, or theory. The study employs reliable sources from articles and e-books. This paper explores the Initiation, Response, and Feedback in English language teaching.
HAVING EFFECTIVE TIME MANAGEMENT GIVE INFLUENCE STUDENTS’ ACADEMIC ACHIEVEMENT Dalia, Arisa Cahyalaili; Putra, Fahry Rizaldy
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v3i2.739

Abstract

This current study investigated having effective time management give influence students’ academic achievement. The aims of this study was explorehow to manage time effectively by providing explanations of theories related how to manage time effectively to provide good academic achievement for students. The research method used in this study was literature review. In this study, explore the importance of time management for students, how to manage time so that it can be effective, the benefits of time management effectively, what is academic achievement, and factors related to or supporting academic achievement. This study recommends that having an effective time management can be implemented for students improving academic achievement.
EXAMINING THE WAYS ENGLISH LANGUAGE TEACHERS USE METADISCOURSE TO SCAFFOLD LEARNING AND SUPPORT STUDENT COMPREHENSION Putra, Fahry Rizaldy; Saputri, Yasinta Eka
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v3i2.742

Abstract

Metadiscourse, or language that is used to reflect on or comment on the content of a message, plays a critical role in the development of student comprehension and learning in the English language classroom. This paper investigates the ways in which English language teachers use metadiscourse to scaffold learning and support student comprehension. The paper employs a qualitative analysis of lesson transcripts, interviews with teachers, and observations of classroom interactions to identify the types of metadiscourse that are used and the ways in which they are used to guide student learning. The results of the paper highlight the importance of metadiscourse in pedagogical discourse, and provide insights into the ways in which teachers can effectively use metadiscourse to support student learning in the English language classroom.
SELF-REGULATED LEARNING STRATEGY DEVELOPMENT ON ENHANCING STUDENTS READING COMPREHENSION SKILLS Moh. Rif'attullah; Putra, Fahry Rizaldy
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v3i2.744

Abstract

This conceptual paper explores the importance of self-regulated learning strategy development in enhancing students' reading comprehension skills. It presents an overview of empirical research conducted in this area, emphasizing the impact of metacognitive self-regulated strategies on students' comprehension, engagement, and overall academic success. The paper discusses the Self-Regulated Strategy Development (SRSD) model as a framework for implementing self-regulated learning strategies in reading instruction. The six stages of SRSD, including developing background knowledge, discussing, and modeling the strategy, memorizing it, supporting its use, and establishing independent practice, are outlined as a comprehensive approach to fostering metacognitive awareness and self-regulation in reading. This paper underscores the importance of incorporating self-regulated learning strategies into reading comprehension to empower students as independent, metacognitive readers. By equipping students with cognitive and metacognitive tools, educators can foster a lifelong love for reading and enhance students' comprehension abilities, leading to academic success and continued growth as self-regulated learners.
DEVELOPING 21St CENTURY SKILLS TROUGH WRITING CLASS IN ENGLISH LANGUAGE EDUCATION DEPARTMENT Nugraha, Irfan Setia; Putra, Fahry Rizaldy
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v3i2.746

Abstract

Due to the improvement in technologies, the era of industry 4.0 was born (Ghobakhloo, 2020) mentions that the era of industry 4.0 contribute to the sustainability of the economy, environment, and social development whilst gaining the attention of the world. The purpose of this study is to explore some aspects of creative writing that can develop 21st-century skills for students. This research used the definition of 21st century skills initiated by (National Research Council, 2011) as the key finding of the research which have 3 cluster of skills Cognitive skills, Interpersonal skills and Intrapersonal skills. The elaboration of making a text based on the situation or a picture does need an ability to think critically, making question of the picture or the situation is one of the steps shown in the research and it require the skills of critical thinking. To sum up, the 21st century skills is urgently needed to prepares students in near future to help them survive the working environment. By analysing activities in creative writing using the definition of 21st century skills by (National Research Council, 2011) the author could say that 21st century skills can be developed through writing class
Understanding the Role of Generative Pre-Trained Transformer (GPT) in Improving Learning Quality and Practices Putra, Fahry Rizaldy; Ciptaningrum, Dyah Setyowati
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.3248

Abstract

Generative Pre-trained Transformers (GPTs) are an artificial intelligence model gaining popularity in educational technology development. GPTs are models that are massively trained on diverse texts and can generate texts with structure and meaning. The utilization of GPT in education offers great potential to improve the quality of learning, both inside and outside the classroom. This study aims to understand the role of GPT in improving the quality and practice of learning. This research uses a qualitative research method with a case study method. Data collection techniques in this research include literature study, interviews, and observation. Thematic analysis will be used as the main data analysis technique. The results show that GPT has the potential to be a supportive and interactive tool to increase student motivation in the learning process. The participants perceived GPT as a convenient and efficient means to access information, complete assignments, and receive personalized content tailored to their interests and learning styles.
Co-Authors Dalia, Arisa Cahyalaili Dyah Setyowati Ciptaningrum Moh. Rif'attullah Nugraha, Irfan Setia Saputri, Yasinta Eka