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All Journal JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang J-REaLL JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Yunita Puspitasari
Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) PGRI Jombang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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WEB-BASED MATERIALS FOR EXTENSIVE READING TO PROMOTE STUDENTS’ READING HABIT Afi Ni'amah; Yunita Puspita Sari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 3, No 1 (2016)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v3i1.400

Abstract

Alongwiththedevelopmentoftechnology,internethasbeencommonlyused inthelearningprocesstoincrease interestinlearning.WebQuestisanInternet-based learningmodelthatisproblem-basedlearningorientedinwhichthe studentsinteract directlywithlearningresourcesviatheInternet.LearningactivitiesthatuseWebQuest is a teaching  strategyusedin  Literal  Reading  Courseaimedat improving  students’ reading  skills. Employinganactionresearch, thestudyshowedthat  the materials providedinWebQuestwerenotonlyabletotrainstudentstocomprehendthecontent ofreading,butalsoprovideexposure tothe cultureofthe targetlanguage.Worksheets withproperinstructions  werefoundasadeterminantofthesuccessofthestrategyimplementationinimprovingthereadingskillsofstudents
EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT Yunita Puspitasari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 2 (2022)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i2.2202

Abstract

Teachers doing action research has been recommended as a powerful and transformative model for teacher professional development but remains trivial among the population of teachers worldwide, including those who teach English as a foreign language (EFL). The present study investigates EFL teachers’ level of engagement with and in Teacher Action Research (TAR), as well as their motives for the engagement. Employing a quantitative approach with a survey as the design, a questionnaire was distributed to EFL teachers teaching at secondary school to collect data. Descriptive statistics were run to analyze the data. The results showed that EFL teachers’ engagement with TAR was high, while their engagement in TAR was moderate. Thus, encouraging EFL Teachers to conduct TAR will consequently get them used to continuously make reflections on what they did in their classroom in which better teaching-learning quality can be achieved. Besides, the policy makers should provide some fundamental supports to encourage the teachers making the research engagement.
The Learning Skills of English as a Foreign Language (EFL) Student-Teachers in Project-based Learning and Case-based Learning Rosinta Norawati; Yunita Puspitasari
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 2 (2022): JEELS November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i2.512

Abstract

As a new curriculum, Merdeka Belajar is expected to provide a learning experience enabling the students to articulate the knowledge and information they obtain to solve real-world problems. It is believed that CBL and PjBL are able to make it happen. Therefore, this study aimed to investigate what learning skills functioned regarding the implementation of case-based learning (CBL) and project-based learning (PjBL); and probe if the two learning models have a statistically significant difference in the learning skills of the student-teachers. A one-group post-test design and non-randomized sampling were used to select the participants. Two sets of questionnaires were administered to 20 EFL student-teachers as participants to obtain their perceptions about the implementation of CBL and PjBL. The findings revealed learning skills that functioned in the use of CBL included cognitive, critical thinking, and communication skills, whereas, in PjBL, they were critical thinking, learning engagement, and cognitive. However, the result of paired sample t-test showed that there was no significant difference statistically between the use of CBL and PjBL on the learning skills of the student-teachers. It is suggested that future researchers investigate the difference between the two learning models in different settings with different designs and large participants.
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 | Full PDF (505.691 KB) | 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.
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 | Full PDF (605.609 KB) | 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 | Full PDF (199.191 KB) | 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.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Teguh Sulistyo; Oktavia Widiastuti; Siti Mafulah; Yunita Puspitasari; Tim Holland
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms Yunita Puspitasari; Desta Fitri Herawati; Muh. Fajar
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20096

Abstract

This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of pedagogical performance in the microteaching course was used to collect the data on pedagogical competence. Using Google Forms, the questionnaire was administered to 52 EFL teacher candidates. The descriptive statistics identified that the RTSs of the EFL teacher candidates were categorized in the habitual action type. Pearson Product Moment yielded that the EFL teacher candidates’ RTSs and their pedagogical performance had a high positive statistically significant correlation, as the observed sig. value was .766. This finding confirmed that RTSs bridged the theoretical-practical divide, and was found as a predictive variable for pedagogical competence. Therefore, teacher education programs need to consider developing and implementing training activities to enhance student teachers’ RTSs, enabling them to make better pedagogical practices.
Co-Authors Afi Ni'amah Asnawi Muslem Desta Fitri Herawati Ira Eko Retnosari, Ira Eko Muh. Fajar Nur Mukminatien Oktavia Widiastuti Rofiqoh Rofiqoh Rofiqoh Rofiqoh Rosinta Norawati Saiful Marhaban Siti Mafulah Teguh Sulistyo Teguh Sulistyo Tim Holland Utami Widiati Wardani Dwi Suhastyanang Yazid Basthomi