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All Journal Jurnal Pendidikan Indonesia BAHASA DAN SASTRA Jurnal Celtic ELS Journal on Interdisciplinary Studies in Humanities Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of English Teaching

OIKUREMA PURWATI

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Author-ID : 350138

Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Articles

Web 2.0 Platform As A Creative And Interesting Supplementary Tool For Teaching Writing Rachmawati, Dwita Laksmita; Purwati, Oikurema
JPI (Jurnal Pendidikan Indonesia) Vol 10, No 2 (2021)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v10i2.28489

In this 21st-century learning, which is interconnected with technological advancements is different from traditional language teaching, means teachers as the agent of education need to promote the rapid penetration of technology into the educational cycle. For that reason, the research examined the English writing teacher's experience in using Facebook, to support EFL learners in a tertiary level education in Indonesia, to know how the teacher integrate social media especially in teaching writing. The participants of the study were 21 EFL learners' majors in the English Department, as well as the instructor of writing class. The data obtained, such as transcript from interviews and class discussion in the platform was analyzed inductively, interpretively and qualitatively. The teacherâ€™s counter-interviews had been tested using initial coding. The research offers language teachers with ideas to be taken into the platform in the context of the EFL and supports better instructional design using Facebook.

VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERSâ€™ DECISIVENESS IN TEYL Astutik, Yuli; Purwati, Oikurema
Jurnal Pendidikan Bahasa dan Sastra Vol 21, No 1 (2021): APRIL 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v21i1.36651

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

AUTONOMOUS MOBILE-ASSISTED LANGUAGE LEARNING FOR YOUNG LEARNERS USING DUOLINGO Nurul Annisa Saraswati; Syafi’ul Anam; Oikurema Purwati
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.16959

Learning English through Mobile-Assisted Language Learning (MALL) platforms has become a demand in English for Foreign (EFL) and English for Second Language (ESL) learners globally, and one of the platforms is Duolingo. This case study was conducted in order to find out the impact of Duolingo, which is assumed to be useful in enhancing self-regulated learning for young learners and the parents’ attitude in supporting the learning. This study used a qualitative method in data analysis, and the data were collected through observation and semi-structured interviews of the participant and the parents. The finding of this study revealed that the use of Duolingo could enhance the learner motivation and attitudes in learning English autonomously as well as actively practicing the language in a real situation. The participant showed active engagement in learning English autonomously with Duolingo, and the parents also found the platform to be useful in supporting the participant’s learning process. Hence, in this study, learning English through the Duolingo application can support autonomous EFL learning without the barrier of space and time. However, as this research was a small-scale case study, and further research is recommended with a larger scale of participants and other MALL applications.

Teacher’s Use of Power Bases as Perceived by ELT Students in Tertiary Education Bahar Bahar; Oikurema Purwati; Slamet Setiawan
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 3, No 2 (2020): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v3i2.1002

This study attempts to examine Power relations perceived by students in classroom interaction in tertiary education Context. Good classroom interaction is perceived as one when all the students are actively engaged with what is happening in the classroom. This means that students are accounted for to be responsible for their own learning. A mixed-method was carried out by exerting questionnaires and focused interviews. The perception questionnaires were given to 40 students majoring in English Literature at Fajar University of Makassar on the Students’ perception toward power in the classroom context. In order to have more elaborated information about power relations in the classroom context, the researcher employed focused interviews with 10 students who were chosen randomly. The findings suggest that there are several things influenced power and solidarity in EFL classroom interaction, the majority of the students perceived that their teacher is a dominant figure in the classroom. Nonetheless, the students do recognize that when teachers are being dominant; it means they want everyone to equally participate in the class. Students also affirm that confidence is needed to be able to participate in classroom activities and that support from their classmates is influential to some extent.

The Use of Gallery Walk in Teaching Descriptive Text to Promote Higher Order Thinking Skills for 7th Graders Uswatun Khasanah; Oikurema Purwati; Ahmad Munir
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 1 (2019): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

The purpose of this research was to analyze the use of Gallery Walk in teaching reading descriptive text and how it promoted higher order thinking skills for 7th graders. The subject of the research was the teacher of Junior High School in Surabaya. In finding the sample of the research, the participant was the 7th grade students of Junior High School. The data of the research was the teacher and to gain the detail data and information, the researcher gathered the data by using two techniques, they were observation and documentation in four meetings in the classroom. The teacher used Gallery Walk method in teaching descriptive text and to promote the students’ higher order thinking skills the teacher implemented the step of the lesson plan, such as Grouping, distributing material, students’ presentation, sharing knowledge, collective reflection and conclusion. The result of the data showed that the use of Gallery Walk in teaching reading descriptive text can promote higher order thinking skills of 7th graders, especially in level C3 to C5 (Applying, Analyzing and Evaluating). Connected to the result, the writer suggests teachers to practice teaching using this method to promote students’ higher order thinking skills as mentioned in k13 Curriculum.

Enhancing Speaking Proficiency by Adapting Grammar- Translation Method And Electronic Dictionary For Young Learners Edy Suseno; Oikurema Purwati
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 1 (2020): (July)
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

The young learners are very potential to grow their knowledge earlier. By having sufficient knowledge in their heads, they have a great opportunity to develop any other knowledge. English, however, is an important language in the world. By using English, the students could know more about anything. There are many kinds of method used by teachers to teach young learners to speak English. The teacher is often trying very hard to bring the students into a learning atmosphere. Indeed, Both the teacher and students want to get the expected goal. On the other hand, the condition turns to be uneasy when the students are reluctant to respond to their teacher’s questions as feedback. It is an important part for the teacher to find another method to help students active. Moreover, vocabulary building is an essential part of delivering the intention to others. By having enough vocabulary list in the students’ head, it would ease them to choose the right words to convey. Hence, the use of an electronics dictionary could satisfy the students’ needs. By implementing it while learning grammar and reading, the students could better their vocabulary and pronunciation skills to conduct speaking.

The Development of Portfolio Evaluation Tools to Improve Expository Writing Skills Kuswardani, Rahayu; Nur Abida, Fithriyah Inda; Purwati, Oikurema; Fauzia, Nur; Darma, Diana Budi; Fahri, Fahri; Chakim, Nur; Hilmi, Muh Aries
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 2 (2022): June
Publisher : Hasanuddin University

This research is intended to help English teachers both at the college and high school levels in using portfolios as an evaluation tool in writing skills. Portfolio assessment was chosen in this research because of its wide use and easy adaptation to various needs. This study used Research and Development method. The development stage is based on the IQF curriculum implemented in English Language and Literature Department, Universitas Negeri Surabaya. The exploratory writing skills held for students are expected to help them in further writing, namely Thesis Proposal Writing and Academic Journal Writing where students will write down their thoughts about a concept or phenomenon and present an explanation accompanied by adequate research data. The results of the study show that the use of portfolio is quite positive. There is an improvement in students’ writing after applying a portfolio as an evaluation tool for writing skills. However, some additions need to be made to improve the quality and format of the portfolio as an evaluation tool for writing skills.

Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading Iswati, Henny Dwi; Purwati, Oikurema
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner. Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text.

Co-Authors Ahmad Munir Ahmad Munir Bahar Bahar Darma, Diana Budi Dwita Laksmita Rachmawati Edy Suseno Fahri Fahri Fithriyah Inda Nur Abida, Fithriyah Inda Hilmi, Muh Aries Iswati, Henny Dwi NUR CHAKIM Nur Fauzia Nurul Annisa Saraswati Putry, Denanda Pratiwi Putry, Denanda Pratiwi RAHAYU KUSWARDANI SLAMET SETIAWAN Syafi’ul Anam USWATUN KHASANAH Yuli Astutik

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