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All Journal English Review: Journal of English Education English Language Teaching and Research GANDRUNG: Jurnal Pengabdian Kepada Masyarakat
Jonathans, Peggy Magdalena
Universitas Kristen Artha Wacana; Graduate Program Of Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Physics Other

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THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
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.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
Pre-writing Techniques for the Development of Logical Thinking of EFL University Students in Writing Argumentative Essays Peggy Magdalena Jonathans; Utami Widiati
English Language Teaching and Research Vol 3, No 1 (2020)
Publisher : English Language Teaching and Research

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

Abstract

Writing an argumentative essay might put more challenges toEFL low proficient students.  This paper seeks to shed light on the contribution of pre-writing techniques to the development of logical thinking expected in an argumentative essayamong Indonesian EFL university students. With two objectives leading the discussion, the paper suggests pre-planning to construct thinking while simulatenously reading going along with the writing as a source of input. Clustering and outlining, the proposed two pre-writing techniques, are found to facilitate the students’ abstract thinking prior to writing and assist the higher order thinking skill for better writing outcomes. It is suggested that pre-writing techniques should be a regular practice especially for low proficient student writers, with each technique serving different purposes.Keywords:argumentative writing, clustering, outlining, pre-writing techniques
Training on Writing Personal Statement for Affirmation Scholarship of Educational Fund Management Institution Peggy M. Jonathans; Jusuf Blegur; Anggreini D. N. Rupidara; Maryana M. Atambaru
GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2022): GANDRUNG: Jurnal Pengabdian Kepada Masyarakat
Publisher : Fakultas Olahraga dan Kesehatan, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/gandrung.v3i2.1921

Abstract

Preparing a personal statement for the LPDP scholarship is practical, but it has proven to be one factor that makes numerous applicants drop out during the first stage of selection. This polemic is motivated by applicants who have not been critical and credible in constructing a statement according to the sponsor's criteria. Applicants often prepare personal statements according to their respective “ambitions”. Whereas every scholarship competition, sponsors need applicants who can answer the sponsor’s agenda, both short-term, medium-term, and long-term. To bridge the polemic, preparing a personal statement based on the seminar, training, clinical, and evaluation methods for the participants was tricked out. There were eight participants involved, including teachers (50%), lecturers (12,5%), education staff (12,5%), and final semester students (25%). The mentoring results succeeded in helping participants have an LPDP scholarship account (100%), and the average assessment of the draft personal statement of the participants met the criteria for the trial activity (3,04). Despite having a good personal statement structure, participants conducted longitudinal peer reviews and improvements to several indicators that had low average values. Including less-than-delightful experiences (2,88), what was the last thing you taught yourself? (3), as well as mention and explain 1 (one) thing that distinguishes you from other participants (2,75).
Co-Authors Devinta Puspita Ratri Indri Astutik Jusuf Blegur Maryana M. Atambaru Rupidara, Anggreini D.N Utami Widiati