Wiwiet Eva Savitri
Universitas Negeri Surabaya

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Autonomous learning practices of extrovert and introvert EFL learners Wiwiet Eva Savitri
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1501


Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it. HIGHLIGHTS: Autonomous learning does not merely mean learning alone because it refers to self-triggerto learn, both individually and in groups Extrovert and introvert learners have different perception and apply different strategiesin implementing autonomous learning.
Pelatihan Pembuatan Materi Literasi Tanggap Bencana bagi Keluarga pada Staf BPBD Jawa Timur Syafi’ul Anam; Retno Wulan Dari; Wiwiet Eva Savitri; Ayunita Leliana
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v11i4.5619


Bencana alam seperti gempa bumi, banjir, tanah longsor, gunung meletus, dan puting beliung sering terjadi di Indonesia dan umumnya terjadi tanpa adanya peringatan dini bencana. Banyaknya bencana alam menimbulkan banyak korban jiwa dan harta. Untuk mengurangi dan meminimalkan jumlah korban, masyarakat perlu disiapkan untuk menghadapi bencana. Literasi terkait mitigasi bencana perlu dilakukan untuk membuat masyarakat memahami apa yang perlu disiapkan dan dilakukan sebelum dan ketika bencana alam terjadi. Sebagai unit terkecil dalam masyarakat, keluarga mempunyai peran penting dalam literasi mitigasi bencana. Karena gempa bumi merupakan bencana alam yang paling banyak terjadi di Indonesia, PKM ini difokuskan pada pengembangan lembar kegiatan (LK) orang tua dan anak usia dini untuk mendukung literasi mitigasi bencana alam gempa bumi. LK dalam PKM ini disusun dengan bekerjasama dengan BPBD Jawa Timur dan LK yang dihasilkan diserahkan ke BPBD sebagai suplemen materi sosialisasi mitigasi bencana yang sudah dimiliki BPBD.
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16580


The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly
Errors Analysis of The Sentences Made by Freshmen of English Department Wiwiet Eva Savitri; Suvi Akhiriyah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.087 KB) | DOI: 10.15642/ijet2.2016.5.2.282-293


Writing sentence is not a simple task. Yet, it is found many times that even students of latest semesters are unable to compose good writing text due to their inability in producing good sentences. It is an unfortunate because ability in writing good sentences is the fundamental for the next level of writing. The failure of senior students to make good sentences triggers questions on what materials to focus on and how to conduct teaching and learning in the writing and grammar classes. In line with those, this study tries to reveal the errors freshmen students usually make in writing sentences. It is expected that the result of this study helps lecturers to choose appropriate materials and teaching techniques. The results of this study show that most errors are found in terms of grammar, mechanic, logic, and spelling. Hence, it is suggested that freshmen practice sentence writing more to practice the grammar rules, spelling, and mechanic as well as to sharpen their ability in building logical sentences.
The Use of EdrawMind Map Application to Generate Student's Idea in Speaking Izza Audina; Wiwiet Eva Savitri
Jurnal Bahasa Inggris Vol 5 No 2 (2022): INPRESS
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.122


Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.
Pre-service English Teachers’ Adaptation Skills in Two ESP Courses Ahmad Munir; Wiwiet Eva Savitri; Asrori Asrori; Nur Chakim
Script Journal: Journal of Linguistics and English Teaching Vol. 8 No. 01 (2023): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v8i01.1290


Background: The ability to adapt, imitate and modify knowledge in a learning context into another learning context is an important ability for students. However, the ability of pre-service English teachers to adapt their knowledge and skills from one course to other courses has not been studied. This research seeks to find out how pre-service English teachers in one state university in Indonesia adapt knowledge and skills acquired in the Syllabus Design (SD) and Developing EFL Materials (DEM) courses into ESP Program Design (ESP PD) and ESP Materials Development (ESP MD) courses. Methodology: This research is a mixed quantitative and qualitative study involving 54 students who have taken SD, DEM, ESP PD and ESP MD courses in 2022 in a state university in Indonesia. Fifteen of them also took part in a focus group discussion. Their answers to the semi-open questionnaire asking whether the 16 knowledge and skills learned in SD and DEM courses had been adapted were analyzed in a simple quantitative manner with percentages and modes. While the results of focus group discussion about how they adapted them were analyzed qualitatively for themes.Findings: The results of this study show that 15 knowledge and skills in SD and DEM courses were adapted by students into ESP PD and ESP MD courses. The participants adapted them by changing the context of the syllabus and materials the developed in SD and DEM from English at school to English for specific purposes in ESP PD and ESP MD especially when formulating learning objectives. They also developed general English materials into ESP English materials for certain occupations. These findings indicate that students master the contexts of ESP PD and ESP MD.Conclusion: It can be concluded that pre-service English teachers have excellent adaptation skills, which are done not by force, but by choice, to the peripheral component and for the benefit of students. Originality: This is the contribution of this research to students’ learning theory in ESP in English teacher education to add to Leko’s (2015) Evidence by Practice (EBP) theory.