Articles
<![CDATA[Internet and Indonesian EFL Teaching Profession ]]>
<![CDATA[Susanti, Ani]]>
<![CDATA[ Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/adjes.v1i1-2.1683
<![CDATA[AbstractThe integration of internet in education has been a global phenomenon. For EFL teachers, the use of internet is potential not only for classroom teaching and learning but also for professional learning. Warschauer et al (2000) claimed that internet for English teaching deals with ALIVE (Authenticity, Literacy, Interaction, Vitality and Empowerment).This qualitative research used guided questions to interview as many as 21 EFL teachers from junior high schools, senior high schools, English courses, and universities. The guided questions are designed to answer these research questions: What internet resources do Indonesian EFL teachers use for their professional learning and classroom teaching? How do they use the resources for both purposes? Why do and donât they use the resources for both purposes? The interview notes were then coded and categorized, then discussed. While it was portrayed from the findings that Indonesian EFL teachers believe in the benefits of internet for their profession; these beliefs do not generally affect their practices in using internet to enhance their teaching profession. It is recommended to guide Indonesian EFL teachers to optimize the usage of internet resources to enrich learning and to succeed teaching.  ]]>
<![CDATA[COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE* ]]>
<![CDATA[Susanti, Ani]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i1.617
<![CDATA[The 4 Cs 21st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out.]]>
<![CDATA[COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE* ]]>
<![CDATA[Susanti, Ani]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i1.711
<![CDATA[ The 4 Cs 21st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out. Keywords: collaboration, academic writing, Collaborative Writing, EFL, higher education ]]>
<![CDATA[Indonesian EFL students’ verbal episodes in proficiency pairings ]]>
<![CDATA[Ani Susanti]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Tengku Intan Suzila Tengku Sharif]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22025
<![CDATA[The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students’ verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.]]>
<![CDATA[The effect of proficiency pairings on EFL students’ writing ability in genre-based approach context ]]>
<![CDATA[Ani Susanti]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 1: March 2020 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v9i1.20439
<![CDATA[This study aimed to know if students who work in heterogeneous (HET) pairs have significantly better writing ability than those who experience working in homogenous (HOM) pairs. This study involved two intact classes that consist of 40 EFL students taking the Intermediate Reading and Writing course in the English Education Department in one of the large private universities in Indonesia. This study employed a causal-comparative design and lasted for twelve meetings including pretest and posttest. The two groups of HET pairs and HOM pairs experienced collaborative writing activities following the steps of the Genre-based Approach. The data were collected through writing pre-test and post-test. The data were analyzed using descriptive statistics and Mann Whitney to compare the students’ post-test scores. The findings show that both high and low proficiency students who experienced collaborative writing in homogenous proficiency pairings have better writing ability than those who experienced collaborative writing in heterogeneous proficiency pairings. This indicates that pair collaboration can support language learning more optimally when there are no large proficiency gaps among pairs.]]>
<![CDATA[Students’ Voice on Their English Teacher’s Teaching Techniques: A Case Study at A Private Indonesian Junior High School ]]>
<![CDATA[Bambang Widi Pratolo]]>;
<![CDATA[Ani Susanti]]>;
<![CDATA[Indriani Indriani]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v1i1.46
<![CDATA[This study is aimed to know the students’perception toward the English teacher’s teaching techniques. This study was conducted in grade eight of two EFL classes of a junior high school in Indonesia. The instruments to collect the data was a Likert-scale questionnaire with five options of strongly agree to strongly disagree, while to analyze the data the researcher used descriptive statistics by finding means, standard deviation and frequency. An in-depth interview was also conducted to nine out of 60 students to scrutinize the students’ voice on their English teachers’ performance. The result of the analysis showed that the teacher in this study performed all the three techniques, controlled, semi-controlled and free technique. The finding also showed that the most frequently used technique was controlled technique, followed by a semi-controlled and free technique. Meanwhile, most of the students have positive perception toward their English teacher’s teaching techniques.]]>
<![CDATA[Internet and Indonesian EFL Teaching Profession ]]>
<![CDATA[Ani Susanti]]>
<![CDATA[ Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/adjes.v1i1-2.1683
<![CDATA[AbstractThe integration of internet in education has been a global phenomenon. For EFL teachers, the use of internet is potential not only for classroom teaching and learning but also for professional learning. Warschauer et al (2000) claimed that internet for English teaching deals with ALIVE (Authenticity, Literacy, Interaction, Vitality and Empowerment).This qualitative research used guided questions to interview as many as 21 EFL teachers from junior high schools, senior high schools, English courses, and universities. The guided questions are designed to answer these research questions: What internet resources do Indonesian EFL teachers use for their professional learning and classroom teaching? How do they use the resources for both purposes? Why do and don't they use the resources for both purposes? The interview notes were then coded and categorized, then discussed.While it was portrayed from the findings that Indonesian EFL teachers believe in the benefits of internet for their profession; these beliefs do not generally affect their practices in using internet to enhance their teaching profession. It is recommended to guide Indonesian EFL teachers to optimize the usage of internet resources to enrich learning and to succeed teaching.]]>
<![CDATA[THE STUDENT'S PERCEPTION TOWARDS ENGLISH SPEAKS UP CLUB TO IMPROVE SPEAKING SKILL ]]>
<![CDATA[Widuri Indah Dwi Jayanti]]>;
<![CDATA[Maya Ulyani]]>;
<![CDATA[Ani Susanti]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v11i1.4492
<![CDATA[Speaking is a complicating skill for students to master, since they must master all of its components such as grammar, vocabulary, fluency, comprehension, and pronunciation. As a result, most EFL students struggle to succeed. The purpose of this study is to identify whether or not the speaking club helps students improve their speaking skills. The subjects of this study were the students who joined the Sixta Speaks Up as an English-speaking club in the Vocational High School by a group of forty students. The qualitative descriptive research design was adopted in this study. The author employed questionnaires delivered to students through a Google form to gather information. According to the findings of this study, the majority of students who participate in speaking clubs make significant improvements in their English speaking skills, including enhancements in pronunciation, vocabulary, and fluency in speaking English in general. The speaking activities also increase their confidence to exchange their ideas.]]>
<![CDATA[TECHNIQUES IN CONDUCTING ENGLISH READING SKILLS TEST PERFORMED BY INDONESIAN TEACHERS ON ASSESSMENT OF LOCAL EDUCATION STANDARD 2021 ]]>
<![CDATA[Adhe Puspita Mayasari]]>;
<![CDATA[Ani Susanti]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v10i2.4176
<![CDATA[One of the ways to measure the students' English reading comprehension skills is through testing. Despite its significant value, students frequently construct bad tests without considering the main rules in doing English reading comprehension tests. This research concerns to study of techniques in testing English comprehension reading skills performed by teachers in Indonesia on Assessment of Local Education Standard in the year 2021. Assessment of Local Education Standard abbreviated as ASPD in a provincial- standardized test to maintain the quality of learning. Four EFL teachers in Indonesia were chosen based on their teaching experience in high schools. The researcher used document observation and in depth- interview techniques to collect data which were transformed into observation notes and interview transcription. The data were then analyzed qualitatively. Findings from this study shown that there are three main themes regarding the most used techniques performed by the teachers, first, students must be able to analyze the bloom taxonomy theory, second, students must be able to identify the scope of material, and third determining the keywords of the question. From understanding and doing those three themes, teachers believe that these techniques could help and improve student's ability in facing English reading comprehension tests.]]>
<![CDATA[PENYESUAIAN DIRI PADA ANAK TAMAN KANAK-KANAK ]]>
<![CDATA[Ani Susanti]]>;
<![CDATA[Erlina Listiyanti Widuri]]>
<![CDATA[ Empathy : Jurnal Fakultas Psikologi Vol 1, No 1 (2013): Volume 1 No 1, Juni 2013 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhi penyesuaian diri pada anak Taman Kanak-kanak dan dinamika penyesuaian diri pada anak Taman Kanak-kanak. Subjek dalam penelitian ini adalah tiga anak TK di dua TK. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan fenomenologi dan menggunakan analisis tema. Teknik pengumpulan data dengan wawancara semi struktur, observasi non partisipan dan kajian dokumentasi. Penelitian ini juga melengkapi data dengan wawancara kepada significant person sebagai triangulator. Hasil penelitian menunjukkan bahwa faktor yang mempengaruhi penyesuaian diri pada anak Taman Kanak-kanak adalah faktor psikologis, lingkungan prenatal, pengalaman belajar, kondisi lingkungan, pola asuh orantua/keluarga. Faktor tersebut lebih didominasi oleh faktor eksternal. Dinamika Penyesuaian diri pada anak Taman Kanak-kanak diawali dari adanya kecemasan dari anak saat berpisah dengan orangtuannya, menangis, dan penarikan pada awal masuk sekolah. Adanya kerjasama guru dengan orangtua dalam memberikan motivasi dan pendampingan yang lebih intensif menjadikan anak mulai dapat menyesuaikan diri di sekolah. Kesimpulan dalam penelitian ini bahwa faktor eksternal lebih mempengaruhi penyesuaian diri pada anak Taman Kanak-kanak. Dinamika penyesuaian diri pada anak yang awalnya memiliki penyesuaian diri yang kurang, dengan adanya kerjasama guru dengan orangtua dalam memberikan motivasi dan pendampingan yang lebih itensif menjadikan anak mulai dapat menyesuaikan diri di sekolah.Kata kunci : penyesuaian diri, taman kanak-kanak]]>
