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All Journal PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL JEES (Journal of English Educators Society) JKTP: Jurnal Kajian Teknologi Pendidikan Journal of English for Academic and Specific Purposes (JEASP) Pendas : Jurnah Ilmiah Pendidikan Dasar Linguistics and Elt Journal International Journal of Pedagogy and Teacher Education Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Kwangsan: Jurnal Teknologi Pendidikan Journal of Research on English and Language Learning (J-REaLL) Journal of English Language Teaching and Learning (JETLE) Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature Jurnal Pendidikan Indonesia (Japendi) EduInovasi: Journal of Basic Educational Studies At- Ta'lim : Jurnal Pendidikan Kanigara SEAQIL Journal of Language Education Journal of Applied Linguistics and English Education Magister Scientiae Academia Open
Endah Yulia Rahayu
Universitas PGRI Adi Buana Surabaya
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PROMPTING STUDENTÂ’S WRITING FOCUS AND CONTENT THROUGH INKSHEDDING: Inkshedding, Blog, Focus, Content, Blended learning Rahayu, Endah Yulia
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol6.no11.a1090

Abstract

One of the propositions of inkshedding was that it could broaden opportunity of everyone’s expressing their ideas in written form by inviting others to read and comment on the written ideas. These comments were supposed to assist the writers to improve their writing and to make their ideas easily ‘heard’. Therefore, I utilized the idea provocation technique - inkshedding in my research to see the improvement of the focus and content of the written ideas. Focus was the single controlling point made with an awareness of task (mode) about specific topic while content was The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and/or explanations. I collected the research data from the written comments made by 13 out of the 38 students joining my class who completed all the six inkshedding tasks. Their comments were posted online in the blog and mailing list. To validate my study, I invited my a senior colleague to be the investigator triangulator by examining the written ideas, in term of the quality of focus and content using the same assessment rubric as I did. My and his scores were then correlated using Pearson correlation coefficient and the result was 93.50% for focus and 94.30% for content, which meant there was high positive correlation between my scoring and the investigator’s. This was an indication of the validity of the scoring.
Penciptaan Pengusaha Baru di Program S1 Pendidikan Bahasa Inggris melalui Perkuliahan Kewirausahaan Endah Yulia Rahayu
SNHRP Vol. 2 (2019): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 2 Tahun 2019
Publisher : LPPM Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.216 KB)

Abstract

Perkuliahan kewirausahaan belum mampu sepenuhnya mencipatakan pengusaha baru di program pendidikan Bahasa Inggris, tetapi sudah menamamkan jiwa dan semangat kewirausahaan. Dengan menggunakan survei di google form dan analisa deskriptif kuantitatif, hanya 37 dari 54 responden yang diundang atau 68,51% responden bersedia mengisi survei dengan sukarela. Dari responden yang bersedia mengisi survei, 73% diantaranya berasal dari kelas yang mempunyai nilai teori dan praktek kewirausahaan yang lebih rendah dan 59,5% diantaranya adalah wanita. Tidak semua mahasiswa siap menjadi pengusaha dan hanya 18 responden atau 48,6% responden ini bersedia mengumpulkan informasi yang terkait dengan usaha yang akan mereka tekuni. Hanya 67,6% respoden menekuni bisnis mereka sendiri. 89,2% responden mempunyai percaya diri, optimisme, dan merasa lebih kuat mempunyai jiwa wirausaha dibandingkan dengan teman-temannya. Ada 13 responden atau 35,1% yang pesimis dengan kemampuannya dalam memulai suatu usaha baru, tetapi 24 responden atau 64,8% optimis untuk memulai usaha baru. Berkaitan dengan tindakan nyata untuk memulai bisnis pribadi, 26 responden atau 40,5% memberikan jawaban setuju dan 29,7% memberi jawaban sangat setuju. 28 responden atau 77,7% masih berminat untuk mencari pekerjaan yang mapan di sekolah yang bagus atau bekerja di perusahaan besar dengan gaji tinggi. Terkait dengan rencana menjalankan bisnis mereka sendiri dalam dua hingga lima tahun kedepan, 31 responden atau 83,8% menyatakan yakin untuk memulai usaha baru.
RATERS’ BIAS, BACKGROUND AND PERCEPTION IN AWARDING SCORE OF WRITING PERFORMANCE Endah Yulia Rahayu
Premise: Journal of English Education and Applied Linguistics Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v6i2.1022

Abstract

Assessing writing performance commits bias due to interaction between raters and criteria because raters can score more consistently or harshly on  some criterions. Therefore I explored how the seven raters assessed three essays in order to seek their bias in their rating task, how their background effect (having teaching writing experience & length of teaching writing) their scoring, and how their perception understanding the scoring rubric. The instruments were three essays, analytical writing rubric, questionairres of raters’ background and perception. I applied Two-Way Anova, One-Way Anova and Hoyt’s Anova to measure the raters’ bias, background and perception in awarding score of writing performance. The raters’ scoring criteria of  Content, Organization and Vocabulay  (0.195, 0.511, 0.545 )  were respectively found bias. Based on the raters’ background of having experience of teaching writing, the scoring criteria of Mechanics was bias (0.026  0.050). But the length of teaching writing experience did not affect   the scoring criteria of Content, Organization, Vocabulary, Language Use and Mechanics, in term of no bias (0.705, 0.663, 0.171, 0.206, 0.090 ≥ 0.050). Based on the raters’ perception questionnaire, they were familiar with the instrument of writing rubric prior to this reseach and agreed that the rubric help them to discriminate among the different score level. They also considered that the rangefinders in the rubric were usefull tools to asign score, and the writing rubric measured some essential elements for effectively teaching and learning writing. They assumed  the rubric could be used as a professional development tool to support teaching and learning writing, and finally they  were confident in their ability to score using the rubric.
TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT Endang Mastuti Rahayu; Endah Yulia Rahayu
Premise: Journal of English Education and Applied Linguistics Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v8i1.1936

Abstract

Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing.  They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning. 
PROMPTING STUDENTÂ’S WRITING FOCUS AND CONTENT THROUGH INKSHEDDING: Inkshedding, Blog, Focus, Content, Blended learning Endah Yulia Rahayu
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.158 KB) | DOI: 10.36456/bp.vol6.no11.a1090

Abstract

One of the propositions of inkshedding was that it could broaden opportunity of everyone’s expressing their ideas in written form by inviting others to read and comment on the written ideas. These comments were supposed to assist the writers to improve their writing and to make their ideas easily ‘heard’. Therefore, I utilized the idea provocation technique - inkshedding in my research to see the improvement of the focus and content of the written ideas. Focus was the single controlling point made with an awareness of task (mode) about specific topic while content was The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and/or explanations. I collected the research data from the written comments made by 13 out of the 38 students joining my class who completed all the six inkshedding tasks. Their comments were posted online in the blog and mailing list. To validate my study, I invited my a senior colleague to be the investigator triangulator by examining the written ideas, in term of the quality of focus and content using the same assessment rubric as I did. My and his scores were then correlated using Pearson correlation coefficient and the result was 93.50% for focus and 94.30% for content, which meant there was high positive correlation between my scoring and the investigator’s. This was an indication of the validity of the scoring.
THE ANONYMOUS TEACHERS’ FACTORS OF ASSESSING PARAGRAPH WRITING Endah Yulia Rahayu
Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i1.9208

Abstract

 Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The  56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.
Kesiapan Profesionalisme Guru Bahasa Inggris SMK Dalam Implementasi Kurikulum Merdeka Endah Yulia Rahayu; Nunung Nurjati; Samsul Khabib
SNHRP Vol. 4 (2022): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 4 Tahun 2022
Publisher : LPPM Universitas PGRI Adi Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kesiapan guru-guru Bahasa Inggris SMK dalam penerapan kurikulum merdeka menunjukkan profesionalisme mereka dalam mendukung program SMK Pusat Keunggulan. Program ini mendorong peningkatan kualitas profesionalisme guru-guru SMK dan meningkatkan kinerja SMK agar dapat menghasilkan lulusan yang bisa terserap di dunia kerja atau menjadi wirausaha. Program Pengabdian pada Masyarakat oleh dosen-dosen Program Studi Pendidikan Bahasa Inggris, Universitas PGRI Adi Buana Surabaya berupa bimbingan dan pelatihan teknis secara luring dan daring untuk mengetahui kesiapan profesionalisme guru dalam implementasi Kurikulum Merdeka diberikan kepada para guru SMK negeri dan swasta pengajar Bahasa Inggris se Surabaya dan sebuah kota di Jawa Timur. Hasil pelatihan dan penugasan kepada para guru SMK tersebut diketahui kesiapan kognitif para guru peserta bimbingan teknis bisa dilihat dari peta konsep yang mereka buat tentang profesionalisme guru dalam menerapkan kurikulum merdeka. Dari 38 guru Bahasa Inggris SMK Negeri dan Swasta di sebuah kota di Jawa Timur yang mengikuti program ini, 32 guru yang mengumpulkan tugas untuk membuat peta konsep tentang profesionalisme guru SMK dalam menerapkan Kurikulum Merdeka. Hasil pelatihan dan tugas dari bimbingan teknis diperoleh hasil sebagai berikut: terdapat 6 (19 persen) peta konsep berpredikat baik, 5 (16 persen) peta konsep berpredikat sedang, 3 (9 persen) peta konsep berpredikat kurang, dan 18 (56 persen) peta konsep tidak menyebutkan tentang profesionalisme guru SMK. Minimnya pemahaman konsep professionalisme guru dalam mengimplementasikan Kurikulum Merdeka ini menunjukkan bahwa profesionalisme guru menghadapi tantangan yang serius. Kualitas konsep profesionalisme guru SMK dalam menerapkan Kurikulum Merdeka tersebut dapat mempengaruhi kesuksesan pelaksanaan Kurikulum Merdeka dan keberhasilan program SMK Pusat Keunggulan.
The Solutions of Writing Undergraduate Thesis: A Narrative Inquiry Case Study Endah Yulia Rahayu; Moesarofah Moesarofah
Linguistics and ELT Journal Vol 10, No 2 (2022)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v10i2.11987

Abstract

EFL undergraduates have been making every effort to finish their theses throughout the process of thesis proposal, thesis proposal exam, writing thesis, oral thesis test, and thesis revision. This study invited four graduates of the English department who had finished their thesis within six months or less. They were interviewed in-depth via Zoom to reveal the tactics and solutions they had used to succeed in their undergraduate thesis. The authors used a narrative inquiry case study to justify their experiences, solutions, and strategies in writing their thesis. The participants understood the difficulty of conducting research and writing a thesis but overcame it through perseverance, determination, and self-discipline. They did various research preparation tasks during the thesis proposal, such as reading related sources to strengthen their references and learning how to create a thesis. They lacked the confidence to attend the thesis proposal exam, but they prepared it at their best. They could complete each section of the thesis with the help of their peers and advisor. Maintaining positive relationships with one's mentor, examiner, and peers could help them feel more confident in their writing and reduce the stress associated with writing a thesis. They calmed their tension, reread all thesis chapters, and practiced their presentation to ace their thesis examination. They were able to complete their thesis revision on schedule due to the guidance of their thesis mentor and an encouraging examiner. How further research solutions of the four participants were elucidated in this study.
Emotional Engagement in Undergraduate Thesis Writing: Systematic Review Moesarofah Moesarofah; Endah Yulia Rahayu
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol19.no1.a6823

Abstract

This systematic review of the last seven years aims to identify and analyze emotional engagement in academic writing or undergraduate thesis. Referring to Pekrun's academic, emotional theory, the object focus in writing a thesis is loaded with emotional content besides cognitive and social aspects. The discrepancy between the error and the targeted plan evokes positive and negative emotions. Ten relevant studies in the literature search between 2016-2022 are included in the review, indicating that the research theme requires the attention of researchers to develop further studies. The results of the review show that anxiety is the dominant emotion students feel when writing their undergraduate thesis in various countries. The review results are grouped into theoretical basis, research methods, and relevant results. Implications for future research indicate that self-regulation and strengthening the social environment bring positive consequences in writing an undergraduate thesis. Meanwhile, the study’s limitations are related to the inclusion criteria that are too restrictive.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN THE INSTRUCTION DESIGN OF THE PARTICIPANTS IN TEACHER PROFESSION EDUCATION: A NARRATIVE INQUIRY CASE STUDY Endang Mastuti Rahayu; Endah Yulia Rahayu; Nico Irawan
Kwangsan: Jurnal Teknologi Pendidikan Vol 11, No 1 (2023): Kwangsan
Publisher : Balai Besar Guru Penggerak Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31800/jtp.kw.v11n1.p312--327

Abstract

This study aims to assess pre-service and in-service teacher competency mastery in the Teacher Professional Education Program (PPG). Ultimately, teachers must integrate their pedagogy and content knowledge with technology or Pedagogical Technology content knowledge (TPACK) as a learning technique that highlights certain technologies and applications. Narrative inquiry case studies were used in this study to examine how 12 PPG members applied TPACK personally and publically, as well as their implementation experiences and disputes. In addition, this study confirms prior findings that technology integration improves the work efficiency of in-service EFL instructors. Finally, this study found that pre-service FLE teachers defined their experiences and stories using TPACK-related adjectives such as instructional, consistent with aims, appropriate to PPG targets, thought-provoking, and innovative.AbstrakPenelitian ini bertujuan untuk menilai penguasaan kompetensi guru prajabatan dan dalamjabatan pada Program Pendidikan Profesi Guru (PPG). Pada akhirnya, guru harus mengintegrasikan pengetahuan pedagogi dan kontennya dengan teknologi atau Pedagogical Technology content knowledge (TPACK) sebagai teknik pembelajaran yang menonjolkan teknologi dan aplikasi tertentu. Studi kasus penyelidikan naratif digunakan dalam penelitian ini untuk mengkaji bagaimana 12 anggota PPG menerapkan TPACK secara pribadi dan publik, serta pengalaman dan perselisihan implementasi mereka. Selain itu, penelitian ini menegaskan temuan sebelumnya bahwa integrasi teknologi meningkatkan efisiensi kerja instruktur EFL dalam pelayanan. Akhirnya, penelitian ini menemukan bahwa guru FLE pra-jabatan mendefinisikan pengalaman dan cerita mereka menggunakan kata sifat terkait TPACK seperti instruksional, konsisten dengan tujuan, sesuai dengan target PPG, merangsang pemikiran, dan inovatif.
Co-Authors Abidatul Azizah Agung Pramujiono Ainul Yaqin Al-Imamah, Hidayatul Ummah Arum Adiningtyas Bambang Yudi Cahyono Bandjarjani, Wahju Erfika, Erfika Faidatuz Zahroini Hasyim Ferra Dian Andanty Hariyanti, Neneng Koes Hartono Hartono Imelda Nursavitri Irianna Komm Pechinthorn Moesarofah, Moesarofah Mohammad Asikin Nanik Ratnawati Nico Irawan Nukmatus Syahria Nukmatus Syahria Nunung Nurjati Nunung Nurjati Nunung Nurjati Nunung Nurjati Nunung Suryati Nurjati, Nunung Pangesti, Eny Dwi Pechinthorn, Komm Poppy Handayani, Rosarina Rahayu, Endang Mastuti Ratnayanti Rheny Puspita Ratih Rosarina Poppy Handayani Sabariah Sabariah Sabariah Samsul Khabib Sembiring, Hendra Syah Putra Syahria, Nukmatus Utami Widiati Wahju Bandjarjani Yenni Shintia Yulanda, Dwistri