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All Journal PROSIDING SEMINAR NASIONAL Jurnal Pendidikan Karakter Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia Widya Wacana : Jurnal Ilmiah Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature Lingua Cultura Primary: Jurnal Pendidikan Guru Sekolah Dasar TEFLIN Journal: A publication on the teaching and learning of English Jurnal Prima Edukasia Ahmad Dahlan Journal of English Studies JURNAL MITRA SWARA GANESHA Mimbar Sekolah Dasar WARTA Jurnal Varidika Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra EXPOSURE JOURNAL Journal on English as a Foreign Language (JEFL) Indonesian Language Education and Literature ETERNAL: English Teaching Journal Indonesian Journal of English Language Studies (IJELS) Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran AL-ISHLAH: Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Proceeding of International Conference on Art, Language, and Culture Syntax Literate : Jurnal Ilmiah Indonesia Ranah: Jurnal Kajian Bahasa ELS Journal on Interdisciplinary Studies in Humanities JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan LEKSIKA International Journal of Language Teaching and Education Early Childhood Research Journal (ECRJ) English Language and Literature International Conference (ELLiC) Proceedings Tawazun: Jurnal Pendidikan Islam Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ATTARBIYAH VELES Voices of English Language Education Society Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Humaniora Journal of English Education Sukma: Jurnal Pendidikan TLEMC (Teaching and Learning English in Multicultural Contexts) Elementa: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Buletin KKN Pendidikan Jurnal Paedagogy Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JURNAL PENDIDIKAN DASAR FLOBAMORATA Jurnal Pendidikan Didaktika: Jurnal Kependidikan Jurnal Cahaya Mandalika Bioscientist : Jurnal Ilmiah Biologi Jurnal Sosial dan Teknologi Proceedings Series on Physical & Formal Sciences Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies) Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya Prosiding University Research Colloquium Jurnal Bintang Pendidikan Indonesia HOUSE OF MANAGEMENT AND BUSINESS (HOMBIS) JOURNAL Journal of International Multidisciplinary Research
Endang Fauziati
Universitas Muhammadiyah Surakarta
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Promoting Learners` Autonomy Through Individualized Learning Fauziati, Endang
Lingua Cultura Vol 1, No 2 (2007): Lingua Cultura Vol. 1 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v1i2.316

Abstract

Article basically tries to explore the concept of individualized learning applicable in teaching learning process which can enhance learners’ autonomy and provides a brief practical guidance on how to put this concept into classroom practices. There are at least five underlying assumptions of learning based on this concept, namely: different learning styles, a variety of sources, teacher as facilitator, integrated learning tasks, and different learning goals. It can be concluded that classroom practices designed based on these concepts can improve learners’ autonomy, such as grouping, projects or tasks, and discussion.
THE INSTRUCTIONAL DELIVERY OF WRITING COURSE AT ENGLISH DEPARTMENT OF UMS: A NATURALISTIC STUDY Anindyawati, Fibrian; Fauziati, Endang
Kajian Linguistik dan Sastra Vol 27, No 1 (2015)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.221 KB) | DOI: 10.23917/kls.v27i1.4946

Abstract

 The objective of this research is to get a thorough description of the teaching learning process of Writing Course at English Department of Muhammadiyah University of Surakarta, covering the syllabuses, the learning objectives, the instructional materials, the teachers’ roles, the students’ roles, the classroom techniques, the classroom procedures, the teaching media, and the assessment models. The data of this research were collected through observation, interview, and documentation. This research was a naturalistic study. The result shows that the syllabus used in Writing I& II is grammatical syllabus and Writing III & IV task-based syllabus. The learning objectives categorized into two namely, general objectives and specific objectives. The instructional materials were divided into three categories: printed materials, visual materials, and materials from the internet. The teachers’ roles were as organizer, consultant, feedback provider, assessor, and motivator. The students’ roles were as active participant, peer reviewer, and peer editor. The classroom techniques consist of brainstorming, discussion, question and answer, self-correction, assignment. The classroom procedures of Writing I & II were BKOF-MOT-ICOT; Writing III were reviewing, gathering ideas, organizing, build writing activity; and Writing IV were reviewing, explaining the materials, gathering ideas, organizing, build writing activity. The media used were LCD Projector, board, slides, and videos. The assessment model consisted of: multiple choices, weekly assignments, quizzes, mid-test, and final-test.  Keywords: Instruction, writing course, teaching writing
MIXED SPEECH OF AN EARLY BILINGUAL CHILD: A CASE STUDY ON JAVANESE-INDONESIAN BILINGUALISM Fauziati, Endang
Kajian Linguistik dan Sastra Vol 20, No 2 (2008)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (38.146 KB) | DOI: 10.23917/kls.v20i2.4961

Abstract

The present study is concerned with mixed languages in the speech of a bilin- gual child, in Indonesian and Javanese. It is a cross-sectional study. The data of this study are in the form of sentences containing mixed languages. There are 50 sentences used as the data that are collected through observation and note taking. The collected data are then analyzed using descriptive method. The data analysis has revealed that the child’s speech does contain elements from both languages: Indonesian and Javanese. The language mixing occurs at mostly all linguistic lev- els. The syntax, the morphology, and lexicon are formed or taken from both lan- guages. The analysis also reveals that the child is still at the initial level of a bilin- gual. He has one lexical system with words from both languages. He also uses a mixed syntactical system. Both are evidence that he is a simultaneous bilingual, a bilingual from the start. Such language mixing is so common among normal bilinguals. A child who grows up simultaneously learning two or more languages usually goes through such a phase. This also makes possible that the child has been exposed to a mixed language input. Key Words: Bilingual children, language mixing, mixed languages.
THE EFFECTS OF ERROR TREATMENT ON INTERLANGUAGE: A CASE STUDY OF INDONESIAN LEARNERS LEARNING ENGLISH AS A FOREIGN LANGUAGE Fauziati, Endang
Kajian Linguistik dan Sastra Vol 22, No 2 (2010)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.348 KB) | DOI: 10.23917/kls.v22i2.4370

Abstract

This study investigates the effects of a short-term error treatment (ET) on ILerrors, with specific attention to the learners’ ungrammatical items. The problemstates “what are the effects of a ET on the learners’ ungrammatical items?”, Aretheir ungrammatical items fossilized (in a sense that they are static in nature) ordynamic after the learners have been exposed to the ET. The data were the learners’ free compositions collected four times: prior and after the ET and two months afterwards. They were analyzed quantitatively and qualitatively. The result indicates that the ET changed the state of the learners’ ungrammatical items. Theybecame so dynamic. At a certain period, some appeared; then due to the ET, some were destabilized, some were fluctuating, and others were still stabilized. New errors appeared as they started learning to use new grammatical items. The conclusion drawn from this study is that ET can change the state of the learners’ ILerrors; ET contributes to the destabilization process. Errors may persist momentarily but they can be destabilized. The ET still works on the learners who are at their post puberty. Thus, there is a great possibility for the learners to acquire complete TL grammar since their ungrammatical items are dynamic.Key words: error treatment, interlanguage, fossilized, stabilization.
THE EFFECTS OF ERROR TREATMENT ON INTERLANGUAGE OF INDONESIAN LEARNERS LEARNING ENGLISH AS A FOREIGN LANGUAGE Fauziati, Endang
Kajian Linguistik dan Sastra Vol 21, No 1 (2009)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (56.964 KB) | DOI: 10.23917/kls.v21i1.4392

Abstract

Interlanguage errors always exist in foreign language learning. They become thesource for studying the system of the learners’ interlanguage (IL). Han (2004) reviews hundreds of IL studies and concludes that there are two competing views can be identified. One view suggests that error treatment (ET) has unconvinced value in classroom second language acquisition or SLA (Krashen 1982). Adults do not require constant correction in useful ways; thus, the role of the teacher is to provide comprehensible inputs for the learners to move to the next stage of IL. ET has little value in SLA because IL is fossilized (Mukkatash 1987; Thep-Ackrapong 1990). This view corresponds with Patkowsky (1980), and Johnson and Newport (1989) who believe fossilization is due to CP. The opposite view comes from White (1991), Spada and Lightbown (1993), and Muranoi (2000) who believe that that ET is very important in foreign language (FL) learning. Learners can take a lot of benefits from ET as they can develop their IL system to a higher level of accuracy. This view corresponds with Scovel (1988), White and Genesee (1996), and Bialystok (1997) who deny the existence of CP in SLA; CP may applicable for the acquisition of phonology but not for syntax. Thus, grammar is learnable at any age. This study investigates the effects of a short-term error treatment (ET) on IL errors, with specific attention to the learners’ ungrammatical items. The problem states “what are the effects of a ET on the learners’ ungrammatical items?” Are their ungrammatical items fossilized (in a sense that they are static in nature) or dynamic after the learners have been exposed to the ET? The data were the learners’ free compositions collected four times: prior and after the ET and twomonths afterwards. They were analyzed quantitatively and qualitatively. The result indicates that the ET changed the state of the learners’ ungrammatical items. They became so dynamic. At a certain period, some appeared; then due to the ET, some were destabilized, some were fluctuating, and others were still stabilized. New errors appeared as they started learning to use new grammatical items. The conclusion drawn from this study is that ET can change the state of the learners’ IL errors; ET contributes to the destabilization process. Errors may persist momentarily but they can be destabilized. The ET still works on the learners who are at their post puberty. Thus, there is a great possibility for the learners to acquire complete TL grammar since their ungrammatical items are dynamic.Keywords: error treatment, interlanguage, fossilization, stabilization, destabilization.
MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING: TEACHER’S AND STUDENTS’ PERSPECTIVES Masyhudianti, Ummy Khoirunisya’; Fauziati, Endang
ATTARBIYAH ICIIES Proceedings (2017)
Publisher : Institut Agama Islam Negeri IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.193 KB) | DOI: 10.18326/tarbiyah.v0i0.205-211

Abstract

Technology takes crucial part in this 21st century, hence the educators have to deal with it and implement it in teaching and learning process. Blended learning emerges as fresh air for educators who want to maximize the advantages of face-to-face and e-learning environment. Nowadays, they should also adapt with the contemporary literacy called multimodal literacy to enhance meaning-making by using multimodal text in teaching and learning process. This is a case study that has aims to explore teacher’s and students’ perspectives in empowering students’ multimodal literacies in blended learning setting in teaching-learning writing as well as the reflection of teacher’s perspective in implementation. The participants of the research are a teacher and 24 students of English education department from one of undergraduate schools in Indonesia.  Data includes classroom observation and interview. The finding of this study revealed that the use of multimodal text in a blended learning setting gives many advantages for teacher and students in empowering students’ multimodal literacy. This study also found that the teacher’s perspective reflected the implementation of multimodal text in a blended learning setting. It also had contribution to support the development of educational technology and to improve students’ writing ability. 
MICROTEACHING AS TEACHING STRATEGY OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FOR ENGLISH PRE-SERVICE TEACHERS Azmina, Badi'atul; Fauziati, Endang; Drajti, Nur Arifah
LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.703 KB) | DOI: 10.18592/let.v8i2.2399

Abstract

In order to facilitate English pre-service teachers to have ability in integrating technology in the classroom, microteaching is one of teaching strategy solutions. This present study examines how microteaching was used as teaching strategy of Computer Assisted Language Learning (CALL) for English pre-service teacher. It is case study design. The setting of this study was in one of Islamic State University in Indonesia, in the English Education Department. The data are from interview, document analysis, and observation. The result shows that the teaching strategies of Computer Assisted Language Learning (CALL) which was a microteaching consisted of lesson planning, teaching, and evaluating. Lesson planning and teaching step were done by the English pre-service teacher. Yet, the evaluating step was done by the lecturer and peer pre-service teachers. The significance of this study is for example on how to implement microteaching of Computer Assisted Language Learning (CALL) to English pre-service teachers.
Male and Female Students’ Preferences on the Oral Corrective Feedback in English as Foreign Language (EFL) Speaking Classroom Hawin Amalia, Zaky Dzulhiza; Fauziati, Endang; Marmanto, Sri
Humaniora Vol 10, No 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5248

Abstract

This research aimed at investigating the male and female students’ preferences on the six types of Oral Corrective Feedback (OCF). This qualitative research used observation and interview to collect data. The observation was done to know the practice of the six types of OCF in speaking class and the interview was conducted to reveal the students’ preferences for OCF. The result from the observation shows that the lecturer mostly uses Explicit Correction to correct the students’ error. Then, the result from the interview indicates that male students prefer to have Explicit Correction because this type is the easiest type to know the error and correction clearly. Whereas the female students prefer to have Recast and Metalinguistic Feedback because Recast does not encourage them and Metalinguistic Feedback can make them think critically under the lecturer’s clue. Subsequently, both male and female students perceive Clarification Request and Repetition as the ambiguous type to grasp what the lecturer’s mean. The result of this current research is expected to provide an additional information about the practice of OCF strategies in speaking classroom which is appropriate with the students’ preferences.
EXPLORING TEACHERS’ BELIEFS AND PRACTICES OF PEDAGOGICAL COMPETENCIES IN TEACHING ENGLISH TO YOUNG LEARNERS Astuti, Desi; Fauziati, Endang; Marmanto, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.625 KB)

Abstract

Having pedagogical competencies is one of the requirements to become a professional teacher in Indonesia. That is to say, teachers must master this competence and English teachers of young learners are not exempt. Thus, this study was conducted in order to explore the English teachers’ beliefs on pedagogical competencies in teaching English to young learners and how their beliefs were reflected in the teaching-learning process. Interviews and observations have been conducted to collect qualitative data from the participants in Surakarta. Included in this study were 2 English teachers at a private school in Surakarta. The results of the study indicated that the English teachers faced several challenges in implementing their beliefs on pedagogical competencies. The study we have done suggests that pedagogical competencies of the English teachers can be developed through a professional development program which should be organized by every school in Indonesia.
REVEALING TEACHERS’ BELIEFS OF HIGHER ORDER THINKING SKILLS IN TEACHING READING AT JUNIOR HIGH SCHOOL Kusumastuti, Ima; Fauziati, Endang; Marmanto, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.263 KB)

Abstract

Belief that the teachers have is a basic concept which will shape their works and all activities they do in the classroom practices. The way they plan the lesson, the decisions that they make, and the teaching method that they apply in the classroom are highly influenced by their beliefs. As Higher Order Thinking Skills (HOTS) and literary skill become important needs for the students to have in the 21st century learning, the teachers must have sufficient knowledge and understanding about it. This case study is aimed in revealing two Junior High School English teachers’ beliefs about Higher Order Thinking Skills (HOTS) mainly in teaching reading. It also reveals how the two teachers apply their beliefs in teaching practices. The findings suggest that teachers’ personal  beliefs about HOTS vary from how the implementation of HOTS which should be conducted in the classrooms.
Co-Authors Abdillah Nugroho Abdul Asib Abdul Asib Achmad Fathoni Aditiya Dwi Prasetiyo Aditya Rini Kusumaningpuri Afiani Purnaningtyas Agus Sunaryo Agus Wijayanto Agustina Tyarakanita Ahmad Muhibbin Aji Wasito Aldila Nur Rohmah Alfauziah Rahmadani Alfi Aristiyani Ali Imron Al-Ma’ruf Ali Ma'shum Fuadi Ali Maksum Fuadi Ambar Jati Amelia Santriane Amin Lestari Amira Muflicha Daraini Anam Sutopo Anatri Desstya Andy Ariyanto Ani Budiarti Anida Fadhilah Jati Anindyawati, Fibrian Anisa Husni Alkaromah Ardhana Januar Mahardhani Arif Mustofa Helmi Arina Afiyati Shadikah Arum Susilowati Atik Astrini Aulia Wahyu Santosa Auranissa Putri Riyadisty Azmina, Badi'atul Badi'atul Azmina Badi'atul Azmina Bambang Sumardjoko Budi Murtiyasa Budi Purnama Choiriyah Widyasari Cyntia Mahardhika Kusumaningsih Damai Ari Kontesa Darsinah Darsinah Dedi Dwi Cahyono Desi Astuti Dewi Rochsantiningsih Dewi Rochsantiningsih Dewi Rochsatiningsih Djalal fuadi Djalal Fuadi Drajti, Nur Arifah Drajti, Nur Arifah Dyah Rohma Wati Dyah Rohma Wati, Dyah Rohma Eka Mareta Suharyanti Endah Kurtianti Eny Pemilu Kusparlina Era Setiyawati Erna Sulistianingrum Farid Muhammad Fibrian Anindyawati Fitri Puji Rahmawati Fitria Unzurna Haniah, Amanda Ummu Hanif Maghfur Darussalam Hanif Maghruf Darussalam Hanif Maghruf Darussalam, Hanif Maghruf Harindra Dina Natamia Harsono Harsono Hartati Widiastuti Harun Joko Prayitno Hawin Amalia, Zaky Dzulhiza Hening Laksani Herlina Gantini Hesti Hesti Hikmah, Mauly Ilham Sunaryo Ima Kusumastuti Indah Wigati Putri Indra Nur Rahman Indri Indri Intan Armala Ipung Purwati Irwan Nurcholis Isnaini Maratus Sholihah Iwan Jazadi Iwan Jazadi karmila karmila Karmila Karmila Koesoemo Ratih Kusumastuti, Ima Lailatun Nurul Aniq Lailatun Nurul Aniq Laili Etika Rahmawati Lala Devi Ovita Listiana Dewi Ludiya Yayang Mirana Lukluk Argita Munif Luqmanul Hakim M. Yoga Oktama Markhamah Markhamah Marmanto, Sri Maryadi Maryadi Maryadi Maryadi Maryadi Maryadi Masyhudianti, Ummy Khoirunisya’ Mauly Hikmah Ma’rifah Ma’rifah Melati Sri Utami Miftakhul Huda Minsih Muamaroh Muamaroh Muhammad Anthori Muhammad Fahmi Johan Syah Muhibuddin Fadhli N. Nurhamidah Naning Tri Wahyuni Naning Tri Wahyuni, Naning Tri Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajti Nur Hakiky Nur Indah Rahmawati Nur Khotimah Nurul Aisah Nurul Hadi Mustofa Nurul Qomariah Nurul Uswatun Nurun Hidayati Nurur Rubingah Nuryati Nuryati Phoumchay Vongvilay Pipit Saraswati Indriasari Pradhita Ramadhani Puji Hastutiningsih Purwanti Purwanti Putri, Asri Neli Randy Listiyanto Renol Aprico Siregar Renol Aprico Siregar Rini Budiwati Ririn Tutik Faidah Rohman, Darus Sabar Narimo Saraswati Eko Ningrum Sartika Sartika Sartika, Sartika Sasongko, Febry Khunto Shakesha Febrisha Shektas Shektas, Shakesha Febrisha Siregar, Renol Aprico Siti Lestari Siti Malikah Siti Nurjanah Slamet Supriyadi Slamet Supriyadi Slamet Supriyadi Sofie Putri Ardillani Sonia Handini Lubis Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto, Sri Sri Samiati Tarjana Suharyanto Suharyanto Sumini Sundari Sundari Suparno Suparno Suparno Suparno Sutama Taufik Nurrochman Teguh Waluyo Tina Mardiyana Tri Wahyuni Umi Atun Sholikhah Vina Novitasari Wafrotur Rohmah Wiwin Wulandari Yeny Prastiwi Yudianto Yudianto Yugga Tri Surahman Yulia Maftuhah Hidayati Yuni Budyastuti Yuni Yati Yunita Azmil Arofaturrohman Zainab Alqudsi Zaky Dzulhiza Hawin Amalia Zaky Dzulhiza Hawin Amalia Zaky Dzulhiza Hawin Amalia