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HOW LITERATE AM I ABOUT ASSESSMENT: EVIDENCE FROM INDONESIAN EFL PRE-SERVICE AND IN-SERVICE TEACHERS Syafi’ul Anam; Nanin Verina Widya Putri
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4374

Language Assessment Literacy (LAL) for teachers is a pivotal content area which teachers must have for their prefessional development. Despite increasing interest in language assessment, research focusing on LAL of pre-service and in-service teachers, especially in Indonesian EFL context, has yet to receive due attention. Nevertheless, understanding pre-service and in-service teachers’ literacy of classroom assessment is essential for the quality of classroom assessment practice, hence the improvement of language learning and teaching. This study aimed to investigate Indonesian EFL pre-service and in-service teachers’ literacy of classroom assessment. Using a quantitative approach with ex-post facto research design, this study examined the extent of assessment literacy among EFL pre-service and in-service teachers. Participants were 60 English department students who have done teaching practicum courses and 41 in-service teachers in the Indonesian province of East Java. The finding revealed that the pre-service and in-service teachers perceived a moderate level of assessment literacy. Further, the two groups of participants demonstrated a statistically significant difference in overall assessment literacy, as well as in two of its dimensions, namely administering and scoring assessment results and alternative assessment. The findings of this study could shed light to the understanding of EFL pre-service and in-service teachers’ literacy of classroom assessment.

Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback Nanin Verina Widya Putri; Ahmad Munir; Syafi’ul Anam
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2237

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.

PROFILING THE DIGITAL LITERACY OF SENIOR HIGH SCHOOL STUDENTS IN AN ISLAMIC BOARDING SCHOOL IN EAST JAVA Lutfi Saksono; Syafi'ul Anam; Abdul Hafidz; Muhamad Sholeh; Nanin Verina Widya Putri; Muhammad Farid Ilhamudin
Jurnal Education and Development Vol 10 No 1 (2022): Vol.10. No.1 2022
Publisher : Institut Pendidikan Tapanuli Selatan

This study aimed to investigate the digital literacy of senior high school students in an Islamic boarding school in East Java, Indonesia. Four questions guided the inquiry in this study: 1) to what extent is the students’ digital literacy? 2) how is the students’ view toward the use of digital technology in learning?;3) what factors affect the use of digital technology by the students?; and 4) from what sources do the students learn digital technology? This study used a quantitative method which involved eighty-one students in senior high school, East Java. The data were collected through a closed-ended questionnaire. Further, the data was analyzed using descriptive statistics aided with SPSS. This study revealed that students had a high level of digital information literacy but a moderate level for language learning. Even though they had a moderate level, they were willing to receive digital literacy instructions for their language learning. They also asserted that the lack of learning materials influenced how the use digital technologies for learning. In addition, they demonstrated that they found new digital literacies mostly from websites and social media. The findings recommended that language teachers adopt new digital literacy that uses digital tools to support teaching and learning to become more effective and creative.

Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback Nanin Verina Widya Putri; Ahmad Munir; Syafi’ul Anam
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2237

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.

Students’ Perception of Gamified Online Quizzes and Its Impacts on Their Classroom Engagement Zahro Zainiah; Nanin Verina Widya Putri
Research And Innovation In Language Learning (RILL) Vol 5, No 2 (2022)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v5i2.6189

Gamification has been very popular in educational field. As a consequence, there were many researchers interested to conduct a study on it. In order to give contribution for enriching the resources for such study, this research investigated students’ view toward the use of gamified online quizzes given by the teacher outside the classroom, as well as to examine the impact on students’ engagement in the classroom. The method used was qualitative, with questionnaires and interview as the instruments. The participants were 69 twelfth graders students of three classes who filled the questionnaires, as 9 students among them were interviewed as the representatives. Results showed that students perceived experience in using gamified online quizzes was positive. They recognized such quizzes as interactive and useful for their learning. Moreover, they were found to be engaged in using the gamified online quizzes. They showed their engagement in behavior, emotion, cognitive, and agentic Gamifikasi sudah menjadi hal yang sangat popular dalam bidang Pendidikan. Sebagai konsekuensinya, banyak peneliti yang tertarik mengadakan kajian tentang hal tersebut. Untuk berkontribusi dalam memperkaya sumber data untuk kajian serupa, penelitian ini ditujukan untuk menyelidiki pandangan siswa dalam penggunaan kuis online berbentuk permainan yang diberikan oleh guru di luar kelas, sekaligus meneliti dampaknya pada keterikatan siswa di dalam kelas. Metode yang digunakan adalah kualitatif, dengan kuisioner and wawancara sebagai alat penelitian. Peserta penelitian terdiri dari 69 siswa kelas 12 sebanyak 3 kelas yang mengisi kuisioner, dengan 9 siswa yang diwawancarai sebagai perwakilan. Hasil menunjukkan bahwa siswa merasakan pengalaman yang positif saat menggunakan kuis online berbentuk permainan. Mereka menganggap kuis tersebut menarik dan berguna untuk kelangsungan proses belajar mereka. Selain itu, siswa juga terikat penuh dalam menggunakan kuis tersebut. Mereka menunjukkan keterikatan secara perilaku, emosional, kognitif, dan agentik

English Teachers’ Challenges and Method in Building Learners’ Speaking Skills During Merdeka Curriculum in Junior High School Ningsih, Ina Wahyu Priyanti; Ahmad Tauchid, Ahmad; Putri, Nanin Verina Widya
English Education and Literature Journal (E-Jou) Vol 4 No 02 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i02.1219

This research is based on the problems teachers have faced. where teachers must be able to create a more effective and active learning atmosphere. In the independent curriculum, the teacher is a facilitator who helps students to achieve learning goals. In this case, a learning strategy is very necessary to support learning achievement. The urgency of this research raises existing problems at this school this problem will be followed up later That. the main aim of this research is to explain the method used in special learning for teaching English with the Merdeka curriculum in junior high schools and also the challenges as an English teacher in the Merdeka curriculum. This research will utilize descriptive qualitative research. This research will later be carried out at one of the junior high schools in Bojonegoro in the 2023-2024 academic years. In this research, the researcher will use observation, an interview instrument to collect the data. In this research, the researcher will analyze the data using three concurrent flows including data reduction, data display, and drawing conclusion/verification. the result of previous chapter, there are six challenges faced by teachers, namely method do teachers, mother tongue, motivation, lack of vocabulary, facilities, learning material. All of these challenges have been overcome well, namely by providing vocabulary since sitting in the seventh grade class, then providing student motivation during learning, using strategy group discussions to develop interaction between friends. In learning, of course, it is not always as expected, there are many obstacles faced by teachers. By providing motivation when learning, it is hoped that students will be able to be more active in studying

ENCOURAGING STUDENTS' ENVIRONMENTAL AWARENESS THROUGH ECO-ELT-BASED TEXTBOOKS Nadiyah, Faridatun; Lestari, Iin Widya; Putri, Nanin Verina Widya; Tauchid, Ahmad
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15601

This development research aims to develop Eco-ELT textbooks for young learners. This research uses the Research and Development (RD) method with the 4-D (Four D) model. The development steps carried out by researchers are 1). Define, 2). Design, 3). Develop, and 4). Disseminate. The participants in this research were 31 fourth-grade elementary school students, 14 students from SDN Glagahwangi 1, and 17 students from SDN Glagahwangi 2. Data collection techniques used interviews and Likert scale questionnaires to obtain responses. Validation is carried out by material expert and media expert. To determine the suitability of the product is obtained from the results of trials and responses from educators and students. The media developed was tested on 14 fourth-grade students at SDN Galagahwangi 1 Sugihwaras Bojonegoro. The results of material expert validation produced a score of 122 with a percentage of 97.6%, including very valid criteria related to contextual evaluation factors, practicality, and suitability of content. With very valid criteria, the average score for graphic feasibility elements obtained in media expert validation was 95% with a total score of 129. In limited-scale testing, students at SDN Glagahwangi 1 Sugihwaras Bojonegoro obtained an average score of 92.5% of the total score of 972 is a very worthy criterion. Meanwhile, the average answer score from educators is 94% with a total score of 141 which is in the very worthy range. From these results, it is concluded that Eco-ELT-based textbooks for young students are adequate and appropriate for use to support the English language learning process in the fourth-grade elementary school independent curriculum.

Why am I Changed? The Convergent Process in a Multilingual Community: Speech Accommodation Perspective Widya Putri, Nanin Verina; Setiawan, Slamet
New Language Dimensions Vol. 1 No. 2 (2020): New Language Dimensions, December 2020
Publisher : English Department, Universitas Negeri Surabaya

This study aims to investigate how the students' university accommodates their local/regional language to the new language that they stay temporary for their study program at university. Two students were involved in this study from different regions in East Java which took four years of study in UNESA. They have different dialects from their regions and should adjust new dialects in Surabaya for their new environment. For this reason, this study wanted to know how students-university accommodates their home-language to Surabaya language as the place that they study at university. To do so, the researcher gained the data in depth-interviews that used structured interviewed techniques. Further, the analysis revealed that the university students changed their linguistic features because many reasons; they wanted to be approved in their community, they wanted to create meaningful or communicative communication with interlocutors, and they would get the same perceptions with their interlocutor. This research is beneficial for researchers who interest in the area of speech accommodation, especially in the Indonesian context since it is rarely conducted in Indonesia. Moreover, from the results of this study, it is to be more useful when the future study involved more students from different regions and different regional languages that can show many varieties of evidence for the speech accommodation process in a multilingual society.

Student Perceptions: Challenges and Opportunities of Using Grammarly on Thesis Writing NIKMATUZ ZUHRIAH; MOHAMMAD FATONI; NANIN VERINA WIDYA PUTRI; MOH. ZAINUDDIN
New Language Dimensions Vol. 5 No. 2 (2024): New Language Dimensions, December 2024
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v5n2.p91-101

Writing skills in English are considered challenging, particularly in academic contexts like thesis writing, where effective organization and expression are crucial. Many students used Artificial Intelligence (AI) tools, such as Grammarly, to enhance their grammar, punctuation, and spelling. This research explored EFL students' perceptions of Grammarly in thesis writing, focusing on both the opportunities and challenges associated with its use and their responses to those. The study was conducted with final-year students at a reputable university who used Grammarly's free version, employing a qualitative design and using semi-structured interviews to get the data. Findings indicated that student perceptions of Grammarly were positive for its user-friendliness, instant feedback, and efficiency in addressing grammar, spelling, and punctuation errors. The opportunities identified include immediate feedback, consistent evaluation, additional correction insights, and improved writing efficiency, all contributing positively to thesis writing quality. However, challenges such as over-reliance on AI, the necessity for manual rechecking, limitations of the free version, difficulties with tense detection, and internet connectivity issues were also reported. Students generally appreciate Grammarly's suggestion in correcting grammatical and technical challenges but have varied responses to its challenges, with some continuing to use the tool despite its shortcomings and others using similar alternative options. Suggestions for further research include comparing Grammarly with other writing assistance tools in the context of thesis writing and using quantitative methods to better assess its effectiveness. Future studies could develop diverse research instruments to enrich the findings of this research.

Pemberdayaan Literasi, Numerasi, dan Wawasan Kebangsaan Melalui KKN di Kampung Sungai Mulia, Kuala Lumpur Zuhriyah, Ainu; Putri, Nanin Verina Widya; Nayyiroh, Malihatun
Journal of Research Applications in Community Service Vol. 4 No. 1 (2025): Journal of Research Applications in Community Service
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/jarcoms.v4i1.4202

Pada kegiatan KKN internasional, Universitas Nahdlatul Ulama Sunan Giri (UNUGIRI) Bojonegoro tahun 2025 mengusung tema "Memperluas Cakrawala dan Menjalin Kemitraan untuk Meningkatkan Kualitas Pendidikan Global". Kegiatan ini dilaksanakan di 4 tempat salah satumya di gacor777 Kampung Sungai Mulia, Gombak, Kuala Lumpur, selama 25 hari, mulai 16 Januari hingga 10 Februari 2025. Kegiatan ini berfokus pada tiga aspek utama, yaitu literasi, numerasi, dan wawasan kebangsaan, yang diimplementasikan melalui berbagai program di Sanggar Bimbingan Sungai Mulia (SB Sungai Mulia). Hasil kegiatan menunjukkan peningkatan minat baca pada anak-anak, peningkatan pemahaman matematika, serta penguatan wawasan kebangsaan mengenai Indonesia. Partisipasi aktif 175 anak dalam program ini menunjukkan bahwa metode pembelajaran yang interaktif dan berbasis budaya dapat memberikan dampak positif terhadap pendidikan anak-anak di lingkungan multikultural.

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