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All Journal Litera Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra BAHASA DAN SASTRA Jurnal Inspirasi Pendidikan PREMISE: Journal of English Education and Applied Linguistics Englisia Journal JURNAL SOSIAL HUMANIORA (JSH) English Teaching Journal : A Journal of English Literature, Language, and Education Journal on English as a Foreign Language (JEFL) JPM (Jurnal Pemberdayaan Masyarakat) Edulitics (Education, Literature, and Linguistics) Journal Voices of English Language Education Society JOURNEY : Journal of English Language and Pedagogy Jurnal Ilmiah Mandala Education (JIME) KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Sintuwu Maroso Journal of English Teaching J-REaLL Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Jurnal Pengabdian Kepada Masyarakat
Teguh Sulistyo
English Language Department, Universitas Kanjuruhan Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE Fazri Nur Yusuf; Utami Widiati; Teguh Sulistyo
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8126

Abstract

Studies on potentials of feedback over English language teaching seem to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.
Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications Suhartawan Budianto; Teguh Sulistyo; Oktavia Widiastuti; Dwi Fita Heriyawati; Saiful Marhaban
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16569

Abstract

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.
The sustainable impacts of teacher action research on EFL teachers in Indonesia Yunita Puspitasari; Utami Widiati; Saiful Marhaban; Teguh Sulistyo; Rofiqoh Rofiqoh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.21388

Abstract

Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.
Portfolio assessment: Learning outcomes and students’ attitudes Teguh Sulistyo; Katharina Poptrisia Nona Eltris; Siti Mafulah; Suhartawan Budianto; Saiful Saiful; Dwi Fita Heriyawati
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.15169

Abstract

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.
Aspects of writing knowledge and EFL students' writing quality Rofiqoh Rofiqoh; Yazid Basthomi; Utami Widiati; Yunita Puspitasari; Saiful Marhaban; Teguh Sulistyo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.20433

Abstract

Writing knowledge pertaining to process, system, content, and genre plays an essential role to produce an intelligible composition. The purpose of the present study is twofold – to investigate the correlation between aspects of writing knowledge and quality of writing, and to investigate the contribution of the overall and individual aspects of writing knowledge to writing quality. The participants were 54 second-year ELT undergraduate students of a university in Indonesia. A writing test and multiple-choice test on writing knowledge were used as the instruments of data collection. The analysis employed Pearson correlation coefficient and multiple regressions. The result revealed a significant positive correlation between writing knowledge and writing quality. As a unit, the knowledge of process, system, content, and genre, indicates a significant contribution to the writing quality. Individually, however, only process knowledge significantly contributes to the writing quality. It provides additional pieces of evidence that process knowledge be given special attention, thus writing instruction should allow students to learn writing knowledge explicitly and implicitly.
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences Saiful Marhaban; Usman Kasim; Arifin Syamaun; Teguh Sulistyo
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26026

Abstract

The present study highlighted the importance of pre-service teachers’ teaching competences in English Language Teaching (ELT). Facts show that empowering pre-service teachers is very important, but inspiring lecturers to implement a suitable teaching model takes time. Thus, this study aimed to determine how student-teacher conferences and video-recorded microteaching sessions (VRMS) affected pre-service teachers’ competences. Besides, the self-reflection of the pre-service teachers after watching their own teaching performance video and the conference with the lecturer was also investigated to see their behaviors towards their teaching performances. This mixed-method study involved one group and applied three main instruments to collect data: interviews (student-teacher conferences), checklists of teacher self-evaluation forms, and teaching practicum performance tests using a scoring rubric adapted from Brown (2000). There were 20 participants who were taking the Microteaching Course at the Department of English Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The study was conducted in one consecutive semester consisting of 16 meetings, each of which was 200 minutes long (4 credits). The results proved that student-teacher conferences and VRMS stimulated pre-service teachers’ teaching competences. Pre-service teachers grew their self-reflection after watching their own teaching videos and understood their strengths and weaknesses after getting student-teacher conferences. It implies that the improvement of their teaching competences resulted from a process involving the willingness to do self-reflection and the lecturer’s help in understanding what areas the pre-service teachers had to improve. The implications of the study are also presented and discussed in this paper.
How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency Teguh Sulistyo; Rizky Lutviana
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.21141

Abstract

Effective learning activities in the classroom that motivate students toward language proficiency should be thoughtfully implemented. One notable method is task-technology fit (TTF), which combines task-based language learning (TBLL) and project-based learning (PjBL). This study explores this intersection through video project-based learning (VPBL). It seeks to understand how VPBL interventions influence students' speaking proficiency, especially in areas of complexity, accuracy, and fluency, while also examining the role of students' self-efficacy and self-reflection. Utilizing a pre-experimental design without a control group, this research was conducted among second-year students of the English Education Program at Universitas PGRI Kanjuruhan Malang in their Speaking course. 37 students participated in a speaking test prompt and answered self-reflection and self-efficacy questionnaires, while 8 students underwent a more detailed interview regarding their VPBL experience. Results showed a general enhancement in speaking proficiency, primarily due to VPBL's unique structure and the student's capacity for self-reflection. Although improvements in fluency and accuracy were noted, there was not significant progress in complexity, indicating that while students utilized VPBL for refining their speaking skills, further efforts are required to advance their linguistic intricacy.
THE USE OF DIGITAL VLOG MEDIA TO IMPROVE SPEAKING SKILLS Mardhyanti, Mardhyanti; Sulistyo, Teguh; Andy, Andy
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 7 No 2 (2023): Vol 7 No 2, 2023
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33479/klausa.v7i2.843

Abstract

The rapid development of digital technology today requires all parties to participate in developing themselves and following the flow by utilizing the results of technology in all activities. The impact of this technological development also impacts the learning process in schools, where the educators must be able to carry out various innovations and creativity so that the learning process is always relevant to the existing developments. One of the innovations and creative things that educators can do is use digital technology as a learning medium. Learning media in the form of digital technology can be a special attraction for providing enthusiasm for learning to students. One of the results of the development of digital technology that can be used as a fun learning medium is a video blog, or Vlog. A vlog is a video and web-based communication and information medium that combines creativity, information, and entertainment in one work. This paper tries to reveal how Vlogs can be used as an effective and fun learning medium to increase students' interest in learning. By mastering digital technology and implementing it through fun learning media, it is expected to improve the quality of learning. The implications of the research are also discussed.
Pengembangan Media Video Interaktif Berbantuan Papan Pintar Kain Flanel Pada Materi Kosakata Untuk Siswa Sekolah Dasar Krisidyawanti, Krisidyawanti; Chrisyarani, Denna Delawanti; Setiawan, Dwi Agus; Sulistyo, Teguh
Paidea : Jurnal Pendidikan dan Pembelajaran Indonesia Vol. 4 No. 1 (2024): Februari
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/paidea.v4i1.2413

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan, kelayakan, dan kepraktisan media video interaktif berbantuan papinkaf untuk materi kosa kata bagi siswa kelas 2 SD Negeri di Kabupaten Malang. Model pengembangan yang digunakan adalah ADDIE, dengan subjek uji coba terdiri dari guru dan siswa kelas 2. Instrumen penelitian mencakup angket, observasi, dan wawancara, sementara teknik analisis data yang diterapkan adalah analisis kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa produk media ini dinyatakan layak, dengan validasi ahli media mencapai 90,9%, ahli materi 95,8%, dan ahli bahasa 90,6%, yang semuanya masuk dalam kategori sangat layak. Media ini juga dinyatakan praktis, dengan penilaian dari guru sebesar 89,9% dan siswa 90,3%, menunjukkan bahwa media ini efektif digunakan dalam pembelajaran kosa kata. Selain itu, penelitian ini mengidentifikasi bahwa penggunaan media video interaktif berbantuan papinkaf dapat meningkatkan motivasi belajar siswa. Pengembangan ini diharapkan dapat memberikan kontribusi signifikan terhadap peningkatan kualitas pembelajaran di sekolah dasar. Hasil penelitian ini juga membuka peluang untuk penelitian lanjutan yang lebih mendalam terkait dampak jangka panjang penggunaan media interaktif dalam pendidikan.
Co-Authors Agus Sholeh Agus Soleh Andy Andy Arifin Syamaun Asnawi Muslem Ayu Liskinasih Budianto, Suhartawan Denna Delawanti Chrisyarani, Denna Delawanti Dewantara, Arie Didik Hartono Dwi Agus Setiawan Dwi Fita Heriyawati Emy Sudarwati Fazri Nur Yusuf Fransisca Maria Ivone Frida Alifah Hafidzin, Haris Khoirul Holland, Tim Irene Trisisca Irma Lusia Apriliani Izzatul Laila Kale, Kristina Katharina Poptrisia Nona Eltris Krisidyawanti, Krisidyawanti Lasim Muzammil M.G. Sri Ningsih Mafulah, Siti Mardhyanti, Mardhyanti Marhaban, Saiful Maria Purnawati Melyna Hariana Wati Mujiono Nara Sari Ningsih, M.G. Sri Nur Mukminatien Octavia Widiastuti Oktavia Widiastuti Putri, Shalsa Aledya Rizky Lutviana, Rizky Rofiqoh Rofiqoh Rofiqoh Rofiqoh Safitri, Anggun Anis Saiful Marhaban Saiful Saiful Santi Prastiyowati Stifania Yuliana Siba Sugeng Hardi Tasrikha Ikawati Theresia Adventris Ndohna Ruru Umi Tursini Usman Kasim Utami Widiati Wardani Dwi Suhastyanang Widiastuti, Oktavia Yazid Basthomi Yunita Puspitasari