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All Journal Lingua Cultura AL-ISHLAH: Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching VISION Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Child Education Journal Scope: Journal of English Language Teaching English Education: English Journal for Teaching and Learning Didaktika: Jurnal Kependidikan Journal Of Academia In English Educations (JADEs) Journal Of Human And Education (JAHE)

Utami Dewi

Universitas Islam Negeri Sumatera Utara, Indonesia

Author-ID : 2464779

Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT Utami Dewi; Maryati Salmiah
AL-ISHLAH: Jurnal Pendidikan Vol 11, No 1 (2019): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts

Students' Perceptions: Using Writing Process Approach in EFL Writing Class Utami Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

Using Digtogloss Dictation Method to Improve Students’ Skills in Writing Narrative Text Sholihatul Hamidah Daulay; Utami Dewi; Rizaldi Pulungan
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The purpose of this study described the use of digtogloss method to improve students’ skills in writing narrative text. This study was classroom action research which consisted of planning, implementation, and reflection. The qualitative data was gathered using an observation sheet, an interview, diary notes. The quantitative data was taken from the writing test. The data in this study was analyzed qualitatively and quantitatively. The findings of quantitative analysis showed that the mean of pre-test was 40.67. In cycle one, the mean of first post-test was 65.6. In cycle two, the mean of second post-test was 70.17. Based on the findings of this study, it was concluded that the application of dictogloss method improved students’ ability in writing narrative text. The finding of the qualitative analysis showed that the students were interested in writing narrative text through digtogloss method.

Peer Observation in Facilitating Teacher Professional Development: A Study of EFL Novice and Experienced Teachers Perceptions Indah Dwi Lestari; Utami Dewi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Novice and Experienced English Teachers are inevitably confronted with a must to be a qualified and professional teacher. This is particularly relevant in Indonesia, where English teachers are graduates of English Education departments has challenged to teach not only English language, but also culture and should have preparation for their duties as English teachers. Peer observation has the potential to facilitate teachers to develop their teacher professional development, particularly those who teach EFL in navigating challenging elements of their teaching practice. For this reason, this qualitative study explored 10 participants’ perceptions of peer observation as an aid to professional growth. Data were garnered from questionnaires and in-depth interview. The findings of the study suggest that the participants’ understanding of peer observation as an opportunity for them to learn each other to improve their teaching quality and construct their professional identity. Then, the participants also talk about their experiences in doing peer observation, which Experienced Teachers (ET) are more confidence than Novice Teachers (NT). Further, both ET and NT need peer observation to negotiate issues and solve problems. Finally, peer observation enabled the participants to reflect on themselves and their respective weaknesses in teaching English for professional development as both novice and experienced teachers.

Co-Authors Addinul Kamil Harahap Ade Tika Ahmad Faza Fauzan Saragih Ahmad Husein Nst Alleyza Rahma Rahma Anna Tasya Putri Arya Winata Ayu Sinta Ramadhani Deasy Yunita Siregar Devika Adelita Eka Yuni Kurniati Faradiza Ariska Sitorus Herlisa Suhada Inda Lestari Indah Dwi Lestari Irma Suryani Jimmy Ezekiel Kihwele Mohamed Muhibu Chuma Mufida Syahnaz Muflih Khairul Ibad Rangkuti Muhammad Zakky Mubarak Musthafa Fadli Perkasyah Perkasyah Puspita Sari Nasution Putri Rezeki Rini Deby Astria Lubis Rita Seroja Ginting Rizaldi Pulungan Salmiah, Maryati Sholihatul Hamidah Daulay Surya Wijaya Purnama Ulfa Nurhasanah Ummi Hayati Sinaga Windy Afrida Zulfikar Noor

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