Article Per Year (5 Year)
p-Index From 2019 - 2024
0.817
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics Journal on English as a Foreign Language (JEFL) JIPIS
Purnawati Purnawati
English Language Education Department, Teacher Training And Education Faculty, Universitas Islam Syekh-Yusuf Tangerang, Banten
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
10.33592 THE ANALYSIS OF AFFECTIVE FACTORS ENHANCEMENT ON EFL TEACHING ACTIVITY Purnawati Purnawati; Andri Kurniawan; Khilda Shopia
JIPIS Vol 31 No 1: April 2022
Publisher : UNIVERSITAS ISLAM SYEKH YUSUF TANGERANG

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning English has its own challenge for Junior High school students in Indonesia. One of the ways to cope with the challenges is by enhancing students’ affective factors such as self-confidence, language ego, risk-taking willingness, and connecting with first language culture. However, researches on these types of affective factors are insufficient thus the researchers were interested to conduct research on the topic. The current study was implementing the narrative qualitative method, where EFL teaching activity was observed. It intended to analyze the teachers’ effort to develop EFL students’ affective variables. The EFL class observed the 9th grade of a private junior high school in West Java which was involving one EFL teacher and 29 students. The research shows that teachers did give favor the development of students’ affective variables as many as 32% from the lists observed. However, it is not sufficient, not programmed, and not systematical. The researchers suggest the educators systematically enhance students’ affective factors in the classroom setting. For further research, it is recommended to conduct research related to the effective factors with broader scopes and samples. Keywords: Affective Factors, Affective enhancement, EFL Students, Teacher Effort
Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.
ANALYZING TEACHERS’ INSTRUCTION AND MEDIA INVOLVEMENT OF BLENDED LANGUAGE LEARNING IN HIGHER EDUCATION Purnawati Purnawati; Lastry Forsia; Khilda Shopia
Premise: Journal of English Education and Applied Linguistics Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i1.6869

Abstract

The analysis on teachers’ instruction as a micro-learning has been widely investigated by previous researchers. These researches need to be continued forward by analyzing other aspects in teaching such as the involvement of learning media and blended learning model. Therefore, the aim of this study is to analyze the teachers’ instruction in higher education in accordance with the utilization of learning media in the context of blended learning model. By employing qualitative approach of descriptive analysis, this research examined 5 samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning and two online asynchronous learning. These samples are observed and transcribed, and analyzed, to highlight the specific instruction on the classes. Meanwhile, the employment of learning media was gathered using interview to the teachers. The result of data analysis found that various teachers’ instruction can be implemented in both synchronous and asynchronous class of blended learning context to support students centered learning. Meanwhile, slide show, Zoom, G-meet, LSM are the media that often used. Moreover, blended learning can support the students centered learning as good as the offline learning. This finding contributes to the student-centered approach implementation which in line with the 21st century learning model.
Co-Authors Andri Kurniawan Khilda Shopia Lastry Forsia Mala Nurilmala SITI DRIVOKA SULISTYANINGRUM