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All Journal Journal of Foreign Language Teaching and Learning Journal Of English Language and Education Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra
Prastya, Rio Laksamana
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Arts Humanities Education Languange, Linguistic, Communication & Media

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STUDENTS’ REACTION AND PREFERENCES TO TEACHERS’ FEEDBACK ON WEEKLY JOURNAL ACTIVITY AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Prastya, Rio Laksamana
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3229

Abstract

The objective of this research was to reveal students? reaction and preferences to teachers? feedback on weekly journal activity. This study was qualitative research that the data were compiled from six students batch of 2015 at English Education Department of Universitas Muhammadiyah Yogyakarta through in-depth interviews. The results showed that, with regard to the reactions of the students were satisfied with teachers? feedback, showed enjoyment in learning, felt curious in learning, and got demotivated in learning.The result also showed that the students preferred written feedback to oral feedback as they were easier to identify their errors, and oral feedback became second choice to comment their work. The students also believed that language and behavior of the teachers became the strongest effect creating the reaction of the students. On giving feedback, the teacher sometimes delivered it by using casual language that made the students easy to understand the feedback. Apparently, the language used by the teacher on delivering the feedback sometimes the teacher used funny words, so it could make the students enthusiasm to learn.
Teacher’s Strategies in Improving Student’s Reading Interest Rio Laksamana Prastya; Ashadi Ashadi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 2 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v4i2.13195

Abstract

Most of Indonesian students in university had low interest in reading. Thus, the strategies of the teacher were essential to be considered to build up students’ reading interest. The aim of this research was to investigate the teacher’s strategies in university in teaching reading and also tried to explore the students’ response toward the strategies. Therefore, this research used mix method to reveal the result. The participants involved in this research were 50 master degree students in English Education Department in certain University in Yogyakarta. To acquire the distribution of the students’ response toward the teachers’ strategies, this research used questionnaire. Furthermore, to collect the data deeper, this research used in-depth interviews. The finding showed that the teacher could boost students’ interest in reading if the teacher could provide transparent scoring system which could assist them to obtain a reflection. Therefore, indirectly, by using this strategy, the teacher forced the students to read to acquire good score in reading activity. Thus, the teacher could enhance the students’ reading interest if the teacher could combine transparent scoring system and force in reading class.
Exploring The Responses of Students Generation Z Toward Disciplined English Teacher in English Language Teaching (ELT) Prastya , Rio Laksamana; Marlia, Rika; Indra Setiawan, Guntur Tri
(JELE) Journal Of English Language and Education Vol 10 No 2 (2024)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v10i2.4609

Abstract

Teaching by emphasizing the disciplines to the students sometimes was judged as old school method especially for generation Z students. The aim of this research was to investigate the perceptions and responses of the students generation Z toward disciplined English teacher in English language teaching the material. This research used mix method where the participants were 168 students from semi-military campus. To acquire the distribution of students’ response toward disciplined English teacher in teaching English language, this research used questionnaire. Furthermore, to collect the data deeper, this research applied in-depth interviews. The finding showed that the students indicated positive attitudes even if they enrolled strict class. It occurred because the English teacher could act as fair-minded regulator and tutor inside the class. Therefore, even if applying strict English class was assumed as traditional method in teaching, apparently it could offer positive aspects toward the students. Basically, in this context, the teacher in order to conduct English language teaching always prioritized student-centered learning. However, even if English language teaching by using disciplined method still demonstrated positive trend, but this research believed that the strongest aspect influencing this finding because of the students’ education background. Thus, this research affirmed that conducting disciplined teaching method in English language teaching (ELT), it could offer drawback or advantage, it depends two factors: How the teacher delivered the material, and the students’ background.
Co-Authors Ashadi Ashadi Indra Setiawan, Guntur Tri Marlia, Rika