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p-Index From 2019 - 2024
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This Author published in this journals
All Journal ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra
Dilla Sufianita
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media

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DEVELOPING AN ENGLISH LISTENING WORKBOOK FOR MULTIMEDIA DEPARTMENT OF VOCATIONAL HIGH SCHOOL Dilla Sufianita
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 3, No 2 (2019)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.625 KB)

Abstract

This study is aimed to develop listening supplementary materials in the form of a workbook for tenth grade students of multimedia department of vocational high school. This study used the research and development model adapted from Borg and Gall. The product developed that was validated by the expert validators included the workbook, answer key, tapescript and CD of the audio recording.
Cognitive Presence in Blended Learning: An Investigation of Students’ Perceptions and Expectations Dilla Sufianita; Primardiana Hermilia Wijayati; Mirjam Anugerahwati
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i2.3002

Abstract

This study examines English students’ perceptions and expectations of the cognitive presence in a blended learning environment. It utilized the sequential explanatory strategy which combined the survey design and interview to obtain the data. The results indicate that students’ perceptions derived from experience are different from their expectations at some points. Few students take the initiative to prepare actively by reading more information related to the course or establishing learning goals. Additionally, students who do not prioritize preparation tend to depend solely on their teachers for course explanations. The findings suggest that self-regulation is critical to effective learning and that students need to explore and gather information themselves to succeed. Furthermore, students expect to search for relevant information online and participate in discussions to stimulate critical thinking and enrich their learning experience. These results can assist teachers and instructional designers in designing blended learning environments that promote students' cognitive presence and foster effective learning.
Co-Authors Mirjam Anugerahwati Primardiana Hermilia Wijayati