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This Author published in this journals
All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Education and Teaching (JEET)
Indira Lusianingtyas Siswanto
Sanata Dharma University
Education Languange, Linguistic, Communication & Media

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USING WORD BANK TO ENRICH VOCABULARY OF GRADE X STUDENTS OF TAMAN KARYA MADYA VOCATIONAL HIGH SCHOOL Indira Lusianingtyas Siswanto; Catur Fitriana; Barli Bram
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 7, No 2 (2019): VOLUME 7, ISSUE 2, OCTOBER 2019
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.941 KB) | DOI: 10.22460/eltin.v7i2.p75-86

Abstract

This paper explored the teaching techniques to enhance the tenth grade students’     vocabulary items in Taman Karya Madya Vocational High School Yogyakarta, Indonesia. The researchers conducted a pre-test before undertaking the classroom action research (CAR) and a post-test to measure the students’ improvement afterwards. Data were analyzed using the qualitative method by comparing the results of the pre-test and of the post-test. This study sought to answer the research questions related to how the word bank helped students in enriching vocabulary and whether there was any relationship between the teaching method applied in this CAR and the students’ improvement in vocabulary mastery. Results indicated that word bank assisted the students in enhancing vocabulary and that it was essential to choose an appropriate technique in teaching vocabulary.
Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject Indira Lusianingtyas Siswanto; Concilianus Laos Mbato
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.483-498

Abstract

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject
Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers Indira Lusianingtyas Siswanto; Paulus Kuswandono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 1 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i1.539

Abstract

This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
Co-Authors Bram, Barli Catur Fitriana Concilianus Laos Mbato Paulus Kuswandono