Article Per Year (5 Year)
p-Index From 2019 - 2024
2.392
P-Index
This Author published in this journals
All Journal Diglossia TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Journal of Culture, Arts, Literature, and Linguistics (CaLLs) Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education LEKSIKA JURNAL EDUCATION AND DEVELOPMENT International Journal for Educational and Vocational Studies Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
LIES AMIN LESTARI
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 18 Documents
Search

 1   2 
The Interactional Approach to the Teaching of Writing and Its Implications for Second Language Acquisition Lies Amin Lestari
TEFLIN Journal: A publication on the teaching and learning of English Vol 19, No 1 (2008)
Publisher : TEFLIN

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

Abstract

Writing is a language skill which is relatively difficult to acquire. A number of efforts have been made to develop the students writing skill, among others is by applying different approaches to the teaching of writing. This article discusses the interactional approach to the teaching of writing and its implications for second language acquisition.  
English Classroom Culture Reformation: How Can It be Done? Lies Amin Lestari
TEFLIN Journal: A publication on the teaching and learning of English Vol 10, No 1 (1999)
Publisher : TEFLIN

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

Abstract

People say that the teaching of English in Indonesia is unsuccessful. Senor High School graduates, after having been studying English for six years, are unable to use the language in daily communication. One of the causes of the failure, in my opinion, is our classroom ‘culture that is not conducive to the learning process. In the classroom students are supposed to sit nicely, listen to the teacher attentively and are obedient to him. The teacher is the only one who is supposed to know everything and therefore becomes the one who dominates the classroom. If this culture, especially during the English class, is not reformed, I think, whatever efforts under
The Interactional Approach to The Teaching Of Writing and Its Implications for Second Language Acquisition Lies Amin Lestari
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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

Abstract

Writing is a language skill which is relatively difficult to acquire. A number of efforts have been made to develop the students’ writing skill, among others is by applying different approaches to the teaching of writing. This article discusses the interactional approach to the teaching of writing and its implications for second language acquisition.
A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study of Texts in English Textbooks Used at Junior High School Lies Amin Lestari
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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

Abstract

Abstract: The introduction of the 1994 Curriculum and its meaningfulness approach (Pendekatan Kebermaknaan) encourages textbook writers and publishers to publish textbooks in order to meet the needs of both teachers and students for the learning process. That is why at present textbooks of any subjects, including English, are flooding the market. There are some criteria that need to be considered before choosing a textbook for an English class; among others are the authenticity of the language as it is used by the native speakers and its cultural appropriateness (flicker, 1975). This article attempts to analyze three textbooks which are widely used at junior high schools in Surabaya and its nearby towns from the sociolinguistic point of view. The findings show that there are some words or sentences that are sociolinguistically inappropriate and unacceptable eventhough as a whole the textbooks are good and can be used for teaching.
Teachers’ Questioning Strategies to Promote Students’ Critical Thinking in EFL Classroom: Perceptions And Practices Novitaningrum, Angella; Lestari, Lies Amin; Anam, Syafi’ul
International Journal for Educational and Vocational Studies Vol 2, No 1 (2020): January 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i1.1977

Abstract

This study was intended to describe teachers’ perceptions and practices of questioning strategies to promote students’ critical thinking in EFL classroom. It was a descriptive qualitative research that investigated two English teachers who taught at eighth grade of Junior High School in Trenggalek. Interview and observation were conducted to collect data in order to answer research questions. The findings showed that; first, two teachers who became participants of this study had positive perceptions that practicing appropriate questioning strategies could stimulate students to think critically in learning process, and second, the teachers applied some types of questioning strategies, those were, wait-time, probing, prompting, and reinforcement. In  conclusion, reffering to the issue of promoting students’ critical thinking as a result of recent curriculum (K-13), teacher’s questioning strategies was useful to be considered in teaching and learning process, and teachers’ perceptions was one of factors that influence their’ practices in classroom context.
THE USE OF MULTIMODAL TEXT IN ENHANCING ENGINEERING STUDENTS’ READING SKILL Cahyaningati, Desi Tri; Lestari, Lies Amin
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.955 KB) | DOI: 10.26858/ijole.v2i2.6360

Abstract

Abstract It is believed that the students’ low reading proficiency, as shown in their TOEIC scores, is due to their poor reading habit. One of the ways to overcome such a problem is by facilitating them with a lot of reading practices in an extensive reading program. Since today non-printed multimodal texts (NPMT) and Linear texts (LT) are available in the society, an experiment on which mode is most effective to enhance the students’ reading proficiency needs to be done. This study aims to investigate the effect of implementing non-printed multimodal text in an extensive reading program on the students’ reading comprehension. Two groups of students undertaking engineering major at a polytechnic in Surabaya, one group was exposed to NPMT and the other to LT in a one-semester extensive reading program, were chosen to be the subject of this quasi experimental study. A pretest and posttest on TOEIC were conducted to measure the students’ reading proficiency (only the reading scores of the test were analysed for the purpose of the study). The t-test analysis using SPPS for windows 23 shows that there is a significant difference in achievement between those who are exposed to NPMT and LT after the reading program ends (p-value = 0.010). The NPMT group gain better reading proficiency than that of the LT. It means the use of non-printed multimodal text in extensive reading can boost the students’ reading comprehension.
Innovative Technology in English Language Teaching: Enhancing Early Start in Teaching English through Zoom Novita Mutiah Yudha; Ahmad Munir; Lies Amin Lestari; Syafi'ul Anam
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 5, No 2 (2021)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v5i22021p150-157

Abstract

Eearly start in teaching English became an ability to create successful learning by using innovative technology. The purpose of this study is to investigate an early start to learn the English using Zoom by enrolling five students to participate along with problems. The researcher gained by observation techniques, interview and uses qualitative method. The finding revealed that students are more interested while learning by Zoom. The problem was the unstable internet connection.Keyword: Innovative Technologies, Early Start in Teaching English, Zoom
Developing Speaking Course Book for English Department Students Sri Kartini; Lies Amin Lestari; Ahmad Munir
CaLLs: Journal of Culture, Arts, Literature, and Linguistics Vol 5, No 2 (2019): CaLLs, Desember 2019
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (406.407 KB) | DOI: 10.30872/calls.v5i2.1817

Abstract

The study aims at describing the development process, the quality, and the practicality of Speaking Course Book entitled Speaking for Daily Activities for English Department students of the private university in West Surabaya. It employs Design and Development Research (DDR) and uses Richey and Klein’s model of DDR collaborated with Richard’s model of material development. The development processes of the book support Richey and Klein’s model of DDR, Richards’ model of development material and material development for speaking skills proposed by Bao. The mean score of items in evaluation checklist is 3.80 meaning that the quality of the book is very good, and it fully matches the characteristics of a good speaking course book. The appraisal forms show that both the lecturer and the students could use the book very easily. Also, the mean score of items in observation checklist is 3.65 meaning the practicality of the book is very good. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan, kualitas, dan  kepraktisan Speaking Course Book untuk mahasiswa Jurusan Bahasa Inggris sebuah universitas swasta di Surabaya Barat, yaitu Speaking for Daily Activities.  Penelitian ini merupakan Penelitian Pengembangan yang menggunakan kolaborasi antara model Richey and Klein dalam Penelitian Pengembangan dan model pengembangan materi dari Richard. Proses pengembangan buku ajar mendukung model Penelitian Pengembangan dari Richey and Klein, model pengembangan materi dari Richards, dan pengembangan materi untuk keterampilan berbicara oleh Bao. Skor rata-rata item dalam daftar evaluasi adalah 3,80, yang berarti kualitas buku sangat bagus dan sangat sesuai dengan karakteristik buku ajar berbicara yang baik. Kepraktisan buku sangat baik. Hal ini bisa dilihat dari form isian yang menunjukkan bahwa dosen dan mahasiswa dapat menggunakan buku tersebut dengan sangat mudah. Selain itu, skor rata-rata item dalam daftar pengamatan adalah 3,65 yang berarti sangat bagus.
COMBINING STUDENT-BASED LEARNING ACTIVITIES WITH TEACHER’S ENCOURAGEMENTS TO FOSTER LEARNER AUTONOMY IN ELT Sudarsono Sudarsono; Lies Amin Lestari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v10i1.1086

Abstract

Teacher’s domination and authority used to prevail the traditional language teaching is now left and replaced by more acceptable concept of teaching. This concept emphasizes on developing the sense of learners’ responsibility, independence, or autonomy, for better learning outcome. Autonomous language learners are those assumed to have greater responsibility on their own learning for their own needs. A series of guided practice through a step-by-step manner is needed in order that students can be possibly trained to be autonomous, independent learners. This paper discusses learning activities created and designed by the students combined with teacher’s encouragements to foster learner autonomy. Some theories and previous studies on learner autonomy are analyzed to support the discussion. It is believed that the combination between the two important aspects in autonomous language learning will strengthen the efforts of promoting learner autonomy in ELT. Keywords: English language teaching, learner autonomy, autonomous learning, learning activities, teacher’s encouragement
Digital Reading Engagement of Junior High School Students during the Online Learning Risna Amalia Izati; Lies Amin Lestari; Slamet Setiawan
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.3876

Abstract

The pandemic of COVID-19 has forced the teachers and students to hold the teaching and learning remotely. All the process of learning was conducted online via various mobile applications. Students widely use smartphones as a medium to receive learning materials, join online classes, and study. However, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. It is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. This study aims to find out about the students' engagement in reading digital texts during online learning. The study collects the data from self-report questionnaires, interviews, and observation. The result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning.
Co-Authors Ahmad Munir Ahmad Munir Ali Mustofa Anam, Syafi’ul Andini Dwi Wardani Angella Novitaningrum Desi Tri Cahyaningati DWI ARIANTI, HANUM Fatma Rahayu Nita Fitriyatus Sa'adah Laksono Trisnantoro Lulu Asyrifah Miftakhul Jannah MUNAWAROH, INDRIYATUL NIMAH, LULUATUN Novita Mutiah Yudha Novitaningrum, Angella NURHAYATI, ASPARINA Oikurema Purwati PUJIRAHAYU, MAHMUDAH Risna Amalia Izati SLAMET SETIAWAN Slamet Setyawan Sri Kartini Syafi'ul Anam Syafi'ul Anam Syafi’ul Anam Torieq Abdul Muis