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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa JOLLT Journal of Languages and Language Teaching UNNES International Conference on ELTLT
Lutfiyana, Faza
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Education Languange, Linguistic, Communication & Media

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Exploring textual meaning-making in Indonesian EFL learners’ writing: A systemic functional perspective Lutfiyana, Faza; Kurniawan, Eri
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Drawing on the framework of theme systems in systemic functional linguistics, this study aimed to explore the students writing in textual meaning-making. The explanation text was the genre of the sample. The students wrote about different topics. Then, the researcher focused on content, organization, vocabulary, and grammar. The data were collected from 3 secondary students’ writing tasks in Temanggung, central Java. Functional text analysis was used to analyze the data including, the Ideational, interpersonal, and textual themes system. The results represent that the students exaggerate the use of certain types of theme systems. for example, in the case of the topical theme. The analysis accounted that several students use this way but ignore the others. Most nominal groups appear in the clause and have fewer modalities. The textual theme is dominant in this paper and ideational (for instancehe use of conjunctive and continuative) is median, and the Interpersonal theme (modality) is the lowest. In summary, introducing the modality systematically and providing more contexts for learners to practice it is highly recommended in such a context.
What Teacher Confirmation Means to EFL Learners: High and Low Achievers’ Voices Novianti, Sri; Kurniawan, Eri; Selpia, Delpani; Lutfiyana, Faza
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 2 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i2.124189

Abstract

One of factors leading to the success of students’ learning is interpersonal relationships between teachers and students. One indicator contributing to this relationship is communication; one of its aspects is teacher confirmation, happening in the classroom interaction. The current study aims to reveal students’ perceptions on teacher confirmation as one of elements affecting student-teacher interpersonal relationships and how teacher confirmation affects their learning. This case study involved two high school students - high achiever and low achiever - selected from their English competence judged by the English teacher. Adapting Ellis’ Teacher Confirmation Scale (2000), sequenced and open-ended interview was conducted to both students in order to collect the data. The findings show that teacher confirmation exists in the classroom interaction and is perceived by both participants. Notwithstanding, teacher confirmation does not equally give positive impacts on students’ learning in general. In conclusion, high and low achiever responds teacher confirmation in different ways, resulted from factors which have not yet been explored in this study. Examining related intervening factors and the degree to which they affect how students perceive and respond to teacher confirmation is recommended for future research. 
Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools Lutfiyana, Faza; Amalia, Lulu Laela; Pitaloka, Ashanti Dayani Ajeng; Novianti, Sri
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10644

Abstract

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project. 
Co-Authors Delpani Selpia Eri Kurniawan Lulu Laela Amalia Pitaloka, Ashanti Dayani Ajeng Sri Novianti