Articles
<![CDATA[The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning ]]>
<![CDATA[Saputra, Yuyus]]>;
<![CDATA[Fatimah, Asri Siti]]>
<![CDATA[ Indonesian JELT Vol 13, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v13i1.1173
<![CDATA[This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcherâs reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.]]>
<![CDATA[DIGITAL COMIC: AN INNOVATION OF USING TOONDOO AS MEDIA TECHNOLOGY FOR TEACHING ENGLISH SHORT STORY ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Santiana Santiana]]>;
<![CDATA[Yuyus Saputra]]>
<![CDATA[ English Review: Journal of English Education Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1526
<![CDATA[This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students’ speaking skill. Toondoo is very helpful to facilitate students’ imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.]]>
<![CDATA[The role of extensive listening in english foreign language (EFL) class ]]>
<![CDATA[Yuyus Saputra]]>;
<![CDATA[Asri Siti Fatimah]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v4i2.586
<![CDATA[Aims of the research are (1) to know how extensive listening applied in EFL classroom, (2) To know the students’ reflection dealing with EL’s role in developing their listening comprehension ability. Method of the research is a reflective learning by investigating students’ reflection in the process of learning in extensive listening and its role for their listening comprehension ability. Data taken from students’ writing journal in ten meetings during teaching and learning practice. Besides, interview was used to confront the diaries and their experiences during learning listening in EFL classroom]]>
<![CDATA[Teachers’ Perception of Parental Involvement of Primary Students: A Case Study in EYL Context ]]>
<![CDATA[Refi Rizki Radian]]>;
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Fera Sulastri]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i0.3782
<![CDATA[Parental involvement of primary students is essential since it can contribute on their educational outcomes and development. Especially for learning English as a foreign language, parents play the prime source in developing their engagement and responsibility to have positive academic achievement in their early development. As well as their teachers, parents need to connect with school activities and be responsible in providing services to the children in education delivery. In this study, teachers’ perception of parental involvement in the process of learning English of primary students was investigated. It focuses on analyzing perception of three elementary school teachers who had experience in teaching English for more than 15 years. Data were collected by conducting semi-structured interviews and analyzed using thematic analysis (Braun Clarke, 2006). Descriptive case study was used as the research design because of the phenomenon that occurs in the involvement of parents in learning English to primary students. The results of this study involve three major themes. They are; 1) students' language development 2) teachers feeling, and 3) cooperation carried out by teachers and parents. As a conclusion, relationship between parents and teachers can have a positive impact. It opens valuable opportunities for children to develop language skills (especially English), and allows brilliant English achievements.]]>
<![CDATA[STUDENTS’ FEEDBACK AS A TOOL FOR REFLECTION: A NARRATIVE INQUIRY OF AN INDONESIAN PRE-SERVICE TEACHER ]]>
<![CDATA[Tresna Widya]]>;
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Santiana Santiana]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1775
<![CDATA[As one of the reflection tools for pre-service teachers, the students’ feedback becomes the basis for improving and developing their teaching skills. This reflection is really valuable so that they can use to evaluate the way they behave in their EFL classroom and to gather information from the students about their perceptions of teacher practice. In this study, the contribution of students’ feedback to the teaching performance of a pre-service teacher when doing teaching practicum was investigated. Using narrative inquiry design, this study focused on examining the experience of one of pre-service teachers during three months teaching practicum. Data were obtained from the diary written by the participant after teaching and getting feedback from six students in one of vocational schools in Tasikmalaya. Furthermore, the data were analyzed using narrative analysis (Ozyildirim, 2006) in order to find the use and contributions of this reflection tool for her teaching performance. The findings show that students' feedback becomes the valuable tool encouraging the pre-service teacher to frequently reflect and evaluate what she did in the classroom. It helps her to see the progress of her teaching performance from the students’ point of view and also figure out her strengths and weaknesses in teaching. Therefore, she can usually create better teaching performance and provide effective interaction and techniques in the classroom.]]>
<![CDATA[The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning ]]>
<![CDATA[Yuyus Saputra]]>;
<![CDATA[Asri Siti Fatimah]]>
<![CDATA[ Indonesian JELT Vol 13, No 1 (2018): Indonesian Journal of English Language Teaching vol 13 no.1 May 2018 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v13i1.1180
<![CDATA[This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.]]>
<![CDATA[Portraying Learner’s Autonomy in Extensive Reading Classroom ]]>
<![CDATA[Asri Siti Fatimah]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 13 No. 1 (2019): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v13i1.2228
<![CDATA[Extensive reading, the activities to read a large amount of text and enjoyable input, becomes important to study since it has so many benefits for increasing the students’ language competence. It has been noticed that this kind of activity really engages the students because it allows them to receive a large amount of comprehension in a leisure way. In this activity, they may also choose any reading sources and materials that are extremely enjoyable, and suitable with their level and interest promoting their learning autonomy which are responsible for their own learning. Thus this study has the purpose to portray the characteristics of their autonomous learning while joining extensive reading classroom. In this study, blog as instructional technology is used as a learning platform for supporting them conduct extensive reading activities. To collect the data, interview was given to six students who become participants of the study. It aimed to deeply investigate their autonomous learning while doing extensive reading. The findings show that there are several characteristics of autonomous learning in this class. They are setting the goal of their learning, adjusting learning strategies to improve learning, knowing how to use resources autonomously, managing the time properly, and having motivation to learn independently.]]>
<![CDATA[Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Dian Kardijan]]>;
<![CDATA[Fera Sulastri]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv9i14847
<![CDATA[The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.]]>
<![CDATA[PREZI, CLOUD-BASED PRESENTATION, FOR TEACHING: HOW IS IT INTERESTING? ]]>
<![CDATA[Santiana Santiana]]>;
<![CDATA[Asri Siti Fatimah]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.2.2.445-456
<![CDATA[This study aims at analyzing reflection of the use of prezi as instructional media for teaching English in Indonesian context. Prezi is presentation software which is not commonly used in Indonesia producing a cloud-based presentation and storytelling tool for presenting ideas on a virtual canvas. This study is conducted based on the previous survey study done by Fox et.al (2016) finding that all of the students in their study preferred prezi rather than power point as a presentation tool in the areas of ease of use, fun to use, text, graphics, and usage in future presentations. However, this study has a purpose to reflect the student-teacher’s experience when using prezi in teaching English. To obtain the data, journal writing and self-observation by using video recording are used. It deeply investigates: 1) how he creates prezi for teaching English and 2) challenges and benefits of using it for teaching. The finding revealed that prezi is a powerful tool attracting the students’ attention which creates better classroom atmosphere and meaningful learning experience. On the other hand, it encourages the teacher to have high access of internet and be creative on making prezi presentation.]]>
<![CDATA[The Teacher’s Emotional Management in Indonesian EFL Context ]]>
<![CDATA[Sonia Rahmawati]]>;
<![CDATA[Fuad Abdullah]]>;
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Arini Nurul Hidayati]]>;
<![CDATA[Yuyus Saputra]]>
<![CDATA[ Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v6i2.10823
<![CDATA[English in-service teachers tend to encounter various challenges such as resources of teaching-learning (For example, book, additional support materials), learners' discipline, classroom management. Hence, English in-service teachers are required to have the ability in managing their emotions. However, inadequate attention has been devoted to describing teachers' emotional management during teaching in the classroom. To fill this void, this study aimed at describing how the teacher manages her emotions during English language teaching in the classroom. One teacher of Vocational High school in Tasikmalaya participated as a research participant. The finding indicated that (1) Performing Entertaining activities as a strategy of mitigating saturated teaching routine, (2) Self-relaxing and avoiding harsh words during anger, (3) Strategies to reduce the annoyance. The fact is that the teacher has her way of managing their emotion during teaching in the classroom to continue to do her job professionally.]]>
