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Indonesian JELT Vol 9, No 2 (2013): Indonesian Journal of English Language Teaching vol 9 no. 2 October 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (87.582 KB) | DOI: 10.25170/ijelt.v9i2.651


Recent research has shown the value of peer feedback in writingclass. By evaluating their peer’s work, students can figure out thestrengths and weaknesses of their friends’ drafts. After doing this, it isexpected that they could compare their peer’s work to their own work,which will certainly be beneficial for the revision process. Thebiggest challenge I faced when implementing peer feedback is how toscaffold the students to be able to provide valuable input to theirfriends’ work. This ability is important because the input studentsgive to their friends could become a reflection to their own draft. Thissharing is based on what I experienced during Expository andArgumentative Writing Class last semester, particularly on what I didbefore, during, and after the peer feedback session. To get clearer ideaabout the classroom situation, I will provide some examples of thetask sheets used. I will also provide some empirical evidence from thestudent worksheets. I expect that my sharing could enrich ourunderstanding on how to use peer feedback sessions, particularly onhow to scaffold the students to provide valuable peer feedback.Keywords: scaffolding, peer feedback
ELTR Journal Vol. 1 No. 1 (2017)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.416 KB) | DOI: 10.37147/eltr.v1i1.1


Teachers' Perspectives toward L1 Use in Early English Immersion Programs
Undergraduate Students’ Perceptions toward Self-Assessments Karina Shagitha; Anita Kurniawati Hadiyanto
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.129


In the current education context that encourages students to be independent learners, self-assessments have gained more attention as one of the effective ways to support self-learning. However, teachers in Indonesia seem hesitant to use self-assessments because they assume that students cannot understand and perform self-assessments. Therefore, the research is aimed to know about undergraduate students' perceptions toward self-assessments, which can result in knowing students' comprehension of self-assessments. The research was conducted at an English Language Education Program (ELEP) from one of the private universities in Central Java, which involved 42 students from the 2018 academic year who had passed Teaching Skills Courses (Teaching English for Young Learners, Teaching English for Adult Learners, and Teaching English for Specific Purposes). A questionnaire consisting of close-ended and open-ended questions was used to collect the data, and the data were analyzed using statistical analysis and content analysis methods. From the results, it was found that the participants reacted positively toward self-assessments. The participants felt content and helped when doing self-assessments, and they also knew the benefits and the importance of it. Furthermore, it was found that they were able to carry out self-assessments appropriately and showed their preference for self-assessments, such as comparing with criteria or making reflections. Therefore, it can be concluded that the teachers' previous assumptions can be considered inaccurate. The study is hoped to help teachers consider implementing self-assessments more in their courses and help them design suitable self-assessments.
Upaya Peningkatan Keterampilan Berbicara Menggunakan Bahasa Inggris Siswa-Siswi SMA Kristen Kalam Kudus Sukoharjo dengan Melibatkan Mahasiswa sebagai Speaking Buddies Anita Kurniawati Hadiyanto; Antonina Anggraini Setiamunadi; Yustina Priska Kisnanto
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 7 No 3 (2023): Volume 7 Nomor 3 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v7i3.18640


Speaking as one of the productive skills is very important to be mastered by English language learners. However, teaching English in the context of English as a Foreign Language (EFL) has several challenges. Besides limited exposure to the language, another biggest challenge is that there are very few opportunities available for students to practice speaking in English. For this reason, SMA Kristen Kalam Kudus Sukoharjo held an extracurricular activity which is called as English Conversation Club (ECC) activity in collaboration with the English Language Education Program of Universitas Kristen Satya Wacana Salatiga by involving eight of the lecturers as instructors and nine students. This activity which aims to improve students' English skills used peer tutoring as its method. This activity was carried out as many as 8 online meetings through Zoom. The results of observations done by the instructors on the role of speaking buddies during the 8 meetings showed that the problems that were often faced by students when practicing speaking in English could be solved through the involvement of speaking buddies. In this activity, the speaking buddies play several roles in various activity sessions, such as organizers, resources, language controllers, and prompters.