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ANALYSIS OF PRESIDENTIAL INAUGURAL ADDRESSES USING SEARLE'S TAXONOMY OF SPEECH ACTS Paulus Widiatmoko
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.542

This study analyzes the performance of Searle speech acts in presidential inaugural addresses. Five presidential inaugural addresses taken as the samples of this study were analyzed using Searles speech act taxonomy and different distinctive features of illocutionary acts. The findings of this study revealed the frequency and comparison of the speech act performance. Each inaugural address possessed distinctive characteristics influenced by sociopolitical, economic, and historical situation of the countries. In addition, some commonalities in relation to the performance of Searles speech act taxonomy were also observed.Keywords: speech acts, taxonomy, presidential inaugural address

EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS Paulus Widiatmoko
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v6i2.1973

This research investigated how EFL teachers made sense of online instruction during Covid19 pandemic to facilitate English language skill development. Taking a college English matriculation program as the context of the study, nine excerpts of teacher term reflections were analysed using critical incident analysis. Five cluster of incidents were identified essential to represent the landscape of the EFL teachers’ cognition of distance instruction. They were teachers’ adjustments and renewal of pedagogic practice, representation of belief system, enactment of technological pedagogical content knowledge (TPCK), involvement of their emotion, and acceptance of the abrupt changes. These themes asociated with readiness for online instruction as it was not only related to physical-technical issues, but also concerned with more intricate realm of technology integration for online learning

Pelatihan Perancangan Blended dan Flipped Learning bagi Para Guru SMP Pangudi Luhur Moyudan, Sleman, Daerah Istimewa Yogyakarta Paulus Widiatmoko; Ignatius Tri Endarto; Fransisca Endang Lestariningsih
Patria : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2: September 2022
Publisher : Universitas Katolik Soegijapranata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/patria.v4i2.4079

Perubahan kebijakan belajar mengajar di masa Pandemi COVID-19 membuat guru harus melakukan penyesuaian metode, bahan dan media ajar, serta evaluasi hasil belajar. Para guru yang tidak siap baik secara pedagogi maupun secara teknis pembelajaran jarak jauh mengalami berbagai kesulitan dalam hal perancangan skenario pengajaran, pelaksanaan pembelajaran berbasis teknologi, maupun evaluasi hasil belajar. Program pengabdian masyarakat ini menyajikan sebuah rangkaian analisa kebutuhan, kegiatan pelatihan, dan evaluasi serta rencana tindak lanjut bagi para guru sebuah SMP swasta di Sleman, Daerah Istimewa Yogyakarta. Data kebutuhan para guru diperoleh melalui kuesioner daring dimana sebagian besar peserta menyatakan perspektif yang positif terhadap teknologi informasi dan komunkasi (TIK), percaya terhadap manfaat TIK demi efektifitas pembelajaran, dan keyakinan potensi TIK bisa membuat pembelajaran lebih menarik. Kebutuhan program-program penunjang pembelajaran jarak jauh juga diperoleh melalui kuesioner ini. Dalam pelaksanaannya, pelatihan ini dilaksanakan secara daring dengan skenario Flipped Learning dimana materi diberikan beberapa hari sebelumnya dan review serta diskusi dilaksanakan pada sesi pelatihan. Rancangan skenario pembelajaran menjadi luaran pelatihan. Rancangan tersebut dipaparkan oleh para peserta dan dilanjutkan secara mandiri dengan supervisi kepala sekolah. Dalam kuesioner evaluasi tanggapan yang positif dan kebutuhan pelatihan lanjutan disampaikan oleh para guru

Students’ Beliefs towards Online Assessments: Applying Technology Acceptance Model Paulus Widiatmoko; Ignatius Tri Endarto
(JELE) Journal Of English Language and Education Vol 8, No 1 (2022)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v8i1.2424

The pivotal role of ICT during Covid19 pandemic has been indisputable, including the shift from conventional modes of assessment. Pre-service teacher education, therefore, needs to prepare students’ proficiency to design and conduct various types of tests and assessments. This study was aimed to investigate future teachers’ beliefs on online assessments and their intention to use them. Investigation on the students’ perception towards these modes of assessment as compared with the conventional ones was further conducted. Qualitative data analysis resulted in general acceptance of online assessments with variations of beliefs. Meanwhile, participants’ computer self-efficacy and intention to use online assessment were found out to gain the highest mean score. Furthermore, Path Analysis demonstrated strong causal relationship of most factors in the model, except on the frequency of use. This study concluded the reliability of Technology Acceptance Model (TAM) as a framework to investigate pre-service teachers’ acceptance of online assessments for language instruction. Moreover, student belief system should be catered in the enactment of instructional technology, especially in a teacher training program.

EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS Paulus Widiatmoko
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v6i2.1973

This research investigated how EFL teachers made sense of online instruction during Covid19 pandemic to facilitate English language skill development. Taking a college English matriculation program as the context of the study, nine excerpts of teacher term reflections were analysed using critical incident analysis. Five cluster of incidents were identified essential to represent the landscape of the EFL teachers’ cognition of distance instruction. They were teachers’ adjustments and renewal of pedagogic practice, representation of belief system, enactment of technological pedagogical content knowledge (TPCK), involvement of their emotion, and acceptance of the abrupt changes. These themes asociated with readiness for online instruction as it was not only related to physical-technical issues, but also concerned with more intricate realm of technology integration for online learning

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