Articles
<![CDATA[THE IMPLEMENTATION OF CONTENT-BASED APPROACH IN IMPROVING ACADEMIC WRITING SKILLS OF EFL STUDENTS ]]>
<![CDATA[Heriyawati, Dwi Fita]]>;
<![CDATA[Sulistyo, Teguh]]>;
<![CDATA[Sholeh, Agus]]>
<![CDATA[ LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 9, No 2 (2014): LiNGUA ]]>
Publisher : <![CDATA[Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ling.v9i2.2735
<![CDATA[This study aimed at investigating the benefits of the implementation of Content-Based Approach (CBA) in academic writing of EFL settings. Therefore, the approach was implemented in writing class in which 35 students participated as the respondents of the study. They were treated with CBA and their essays were then analyzed to examine the effects of the implementation of the approach on their writing products. Besides, this study investigated further the grammatical errors made by the students as reflected on their essays. The findings of this study proved that CBA is beneficial to improve students’ writing skills even though the students still produced grammatical errors.]]>
<![CDATA[THE ROLES OF ICT IN CULTIVATING THE CHARACTER OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Octavia Widiastuti]]>;
<![CDATA[Agus Soleh]]>
<![CDATA[ JURNAL SOSIAL HUMANIORA (JSH) Vol 11, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Teknologi Sepuluh Nopember ]]>
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DOI: 10.12962/j24433527.v11i1.3160
<![CDATA[The use of Information and Communication Technology (ICT) in all levels of education has been implemented broadly for years. This paper aims at reporting the power of ICT in cultivating elementary school students’ character. The recent study, basically, is twofold: First, to find out how elementary school students behave towards the use of ICT in thr form of short videos and Hot Potatoes in the classrooms; second, to investigate the positive character of the students during the implementation of ICT. There were 45 fifth graders of an elementary school joining the project. They were treated using ICT in the classroom, and they were encouraged to express their opinion dealing with the use of ICT in the classroom. The findings of the present study suggest that teachers should facilitate their students with ICT for it is necessary to build positive student character, and it motivates them to behave well during the class]]>
<![CDATA[LECTURERS’ POLITENESS STRATEGIES IN EFL CLASSROOM WITH MULTICULTURAL BACKGROUND ]]>
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Stifania Yuliana Siba]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ LITERA Vol 18, No 3: LITERA NOVEMBER 2019 ]]>
Publisher : <![CDATA[Faculty of Languages and Arts, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v18i3.26494
<![CDATA[The choice of words used by the lecturer such as politeness strategies in the classroom interaction is very important, not only for controlling the classroom but also for the process of acquiring the language itself. This study aimed to investigate lecturer’s politeness strategies in criticizing teaching performance of students with multicultural backgrounds in a microteaching class. This qualitative study was conducted with the students from multicultural backgrounds. The subject of this study was a lecturer who taught Microteaching. The findings of this study showed that there were four most frequent criticism strategies used by the lecturer: demand for change, indicating standard, advice about change and other hint. In addition, the highest proportion of politeness strategies applied by the lecturer was occupied by positive politeness, off-record strategy, bald on record, and negative politeness. It implied that the lecturer mostly applied positive politeness in criticizing the students, in order to save the students’ face, get closer and give more positive feedback to help students develop their teaching performance. The facts also proved that students’ multicultural background did not affect too much lecturer’s decision in applying politeness strategies, yet it needed to be very careful in delivering them. Keywords: politeness strategies, criticism, multicultural backgrounds]]>
<![CDATA[Teacher multimodal feedback: Investigating students’ preferences and voices ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Agus Sholeh]]>;
<![CDATA[Nara sari]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v9i2.10759
<![CDATA[This present study highlights the implementation of teacher multimodal feedback provision in speaking classes, especially students’ preferences and voices after obtaining teacher feedback. Teacher multimodal feedback was implemented in one semester (14 weeks) in two speaking classes with 36 students majoring English Language Department of a university in Malang, Indonesia. A questionnaire using a 4 Likert scale and an open-ended option was distributed to all respondents, and an in-depth interview was conducted with ten of them where five students represented each class. The data which were analyzed quantitatively indicate that students have different preferences in receiving teacher feedback, and they believe that teacher multimodal feedback is beneficial to improve their L2 oral productions. Direct feedback is the type they like most, but interruption is the mode of feedback they hate most. Some indications also suggest that teachers need to construct positive teacher-student social relationships in the classrooms. Some implications are also discussed.]]>
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia ]]>
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Fransisca Maria Ivone]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Didik Hartono]]>;
<![CDATA[Emy Sudarwati]]>;
<![CDATA[Santi Prastiyowati]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46427
<![CDATA[Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.]]>
<![CDATA[Study of The Implementation of Merdeka Belajar-Kampus Merdeka Program: The Prevalence of Motives and Perceptions of Competitive Readiness in The Business and The Industrial World ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Ayu Liskinasih]]>;
<![CDATA[Maria Purnawati]]>
<![CDATA[ Jurnal Inspirasi Pendidikan Vol 12 No 1 (2022): Januari 2022 ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jip.v12i1.6412
<![CDATA[Merdeka Belajar Kampus Merdeka (MBKM) is a relatively new program, so there are still many obstacles in the process of preparation, implementation, and evaluation. This study aims to see students' motives and perceptions of the implementation of the MBKM program they have carried out in preparation for facing competition in the business / industrial world (DUDI). This research applies quantitative methods with exploratory designs. The respondents in the study were 62 students of the English Literature Study Program at PGRI Kanjuruhan University malang semesters 1, 3, 5, and 7 who were selected using stratification sampling techniques. This study indicates that students get many benefits from MBKM regardless of the obstacles and concerns they face. The MBKM program brings students closer to the business and industrial world because they can directly experience work life. Students have confidence that they can compete in business and industry after they graduate, so they think that MBKM benefits soft skills and hard skills according to their respective passions.]]>
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students' writing ability and the students' perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications ]]>
<![CDATA[Suhartawan Budianto]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i2.16569
<![CDATA[This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.]]>
<![CDATA[Portfolio assessment: Learning outcomes and students’ attitudes ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Katharina Poptrisia Nona Eltris]]>;
<![CDATA[Siti Mafulah]]>;
<![CDATA[Suhartawan Budianto]]>;
<![CDATA[Saiful Saiful]]>;
<![CDATA[Dwi Fita Heriyawati]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i1.15169
<![CDATA[This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.]]>
