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Evaluasi Materi Belajar Bahasa Inggris:Kajian dari Sebuah Riset Fitrianingsih, Ihtiara
Jurnal Ilmiah WUNY Majalah WUNY XVI Nomor 3, September 2014
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v16i3.2960

Evaluasi Materi Belajar Bahasa Inggris:Kajian dari Sebuah Riset

LEARNER FEEDBACK TO THE INITIAL TEACHER EDUCATOR’S EAP TEACHING: A REFLECTIVE STUDY Ihtiara Fitrianingsih; Anwar Efendi; Maman Suryaman; Jamilah Jamilah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11773

While the success of language instruction is unquestionably reflected in students’ performance in communicating in the target language, their voices generally can best express their success, disappointment, or complacency worth to reflect. This article, based on the study held at Universitas Negeri Yogyakarta in 2021, reports on a mixed-methods investigation that examines how an initial teacher educator (ITE) manages a course in English for academic purposes (EAP) from students’ perspectives. Fifty-five sociology education students selected through convenience sampling participated in a quantitative survey and focus group discussion. The quantitative data analysis shows students' positive views regarding the initial teacher educator's general performance, delivery, time management, material, media, assessment, and care. To complement the quantitative findings, the qualitative data scrutinized through thematic analysis suggest three imperative measures for more effective EAP instruction. Even though students rated ITEs performance as "Very Good" and her pedagogical competencies as "Very High," some qualitative data reveal the students' empirical voices that at least several adjustments must be made by acting on three imperative measures. This study provides insights into the self-study design for ITEs on upscaling their TPACK, professional commitments, and pedagogical identity.

EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL.

Project Based Learning untuk Meningkatkan Hasil Belajar English for Specific Purposes: Sebuah Penelitian Tindakan Yuana Liverita Goodianti; Ihtiara Fitrianingsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 8 No 2 (2023): Edisi Mei 2023
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v8i2.531

Kemampuan berkomunikasi dalam bahasa Inggris sesuai jurusan, kemampuan berkolaborasi, dan kreativitas sangat diperlukan oleh lulusan SMK, termasuk Jurusan Desain Komunikasi Visual (DKV). Namun demikian, kemampuan bahasa Inggris khusus jurusan DKV masih kurang, sekitar 67.74% atau 21 siswa menyatakan speaking adalah hambatan. Oleh sebab itu, penelitian Project Based learning (PjBL) diterapkan untuk mencapai hasil belajar dan mengetahui peningkatan hasil belajar English for Specific Purposes. Penelitian tindakan kelas, dengan tahapan perencanaan, pelaksanaan, pengamatan dan refleksi tindakan, dilaksanakan di SMK N 2 Wonosari melalui dua siklus (8 pertemuan) dengan melibatkan 36 siswa DKV kelas X. Guru bertindak sebagai peneliti utama dibantu oleh seorang pengamat. Data dikumpulkan dengan menggunakan tes, lembar observasi, dan lembar penilaian produk. Analisis data dilakukan dengan membandingkan hasil pada siklus I dan II secara kuantitatif, sedangkan data observasi diselidiki secara kualitatif. Hasil penelitian menunjukkan bahwa Pembelajaran Berbasis Proyek kemungkinan efektif untuk meningkatkan hasil belajar siswa DKV di ESP. Dari segi proses, siswa merasa belajarnya meningkat dari 67% menjadi 100% dan pelaksanaan PjBL yang dinilai guru juga meningkat sebesar 17,67. Peningkatan yang mencolok juga terlihat pada hasil tes siswa yang meningkat dari 69,44% menjadi 100% pada siklus II, dan 80% diantaranya mencapai nilai 80. Kesimpulannya, PjBL dapat menjadi alternatif upaya untuk menciptakan pengalaman yang bermakna dalam bekerjasama, kreatif, trampil berkomunikasi dan mempresentasikan produk berbasis teknologi.

Pre-service English teachers’ perception of authentic assessment practice in speaking classes Sukarno Sukarno; Ihtiara Fitrianingsih; Dwiyani Pratiwi; Nur Hidayanto Pancoro Setyo Putro
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.58864

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking

EFL teachers’ identity in self-directed learning: A work-from-home phenomenology Ashadi Ashadi; Erna Andriyanti; Widyastuti Purbani; Ihtiara Fitrianingsih
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21455

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how teachers of English as a Foreign Language (EFL) in different schooling levels acclimatize their experiences due to the unanticipated Covid-19 outbreak, which forced them to pursue Online Distance Learning (ODL). Employing a phenomenological approach, eight teachers from various educational and psychometric backgrounds in three different provinces in Indonesia shared their experiences in coping with the changes. Before engaging in two semi-structured interviews, they were invited to complete an e-reflection to share their feelings, concerns, difficulties, and challenges. To get to the core of their experience, the data were scrutinized following an interpretive phenomenological analysis which includes an early focus on the lines of inquiry, central concerns and important themes, identification of shared meanings, final interpretations, and the dissemination of the interpretations. The findings demonstrated that the changes created an ambivalent experience of being challenged and bored, prompting teachers to reflect on their existing practice and respond appropriately by combining empathy, new roles, and technology paramount through their self-directed learning (SDL). Further implications on teacher agency and identity are discussed to shed light on the reshaping of teacher identities due to ODL and SDL.

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