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All Journal Jurnal Ilmiah Spectral Journal of Educational Learning and Innovation (ELIa) Formosa Journal of Sustainable Research (FJSR)
Dalia, Arisa Cahyalaili
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering 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.
The Effectiveness of Multiliteracy Pedagogy in Teaching Writing Explanation Texts to Senior High School Students Dalia, Arisa Cahyalaili; Jamilah, Jamilah
Formosa Journal of Sustainable Research Vol. 3 No. 9 (2024): September 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i9.11597

Abstract

This study investigate the effectiveness of multiliteracy pedagogy in teaching writing explanation texts to senior high school students, focuses on teaching students’ writing skills on explanation texts which aims to find out whether there is a significant difference between students who use multiliteracy pedagogy and those who do not use multiliteracy pedagogy. The quantitative research in a quasi-experimental approah was employed 42 students in two groups participating, the control group and the experimental group. The data collection techniques used were pre-test, post-test, and explanation texts writing tests asresearch instruments. The data were analyzed using SPSS version 25, Shapiro-Wilk for the normality test, Lavene test for the homogenity test, Independent sample t-tests and paired sample t-tests were used to find data differences. The findings reveal a significant difference between the control and experimental classes, with the control class’s score of 77.33 on the post-test and the experimental class’s score of 80.62. The study reveals that using multiliteracy pedagogy is more effective than using conventional learning in teaching writing explanation text. The independent sample t-test results showed that the Sig. 0.044 lower than 0.05 means that there is a significant difference between the average results of writing explanation texts in the experimental group and the control group. Therefore, the multiliteracy pedagogy has been proven effective in improving students’ writing ability in explanation text in eleventh grade at Kahar Rahman Islamic Boarding school.
Co-Authors Jamilah Jamilah Putra, Fahry Rizaldy