Article Per Year (5 Year)
p-Index From 2019 - 2024
0.983
P-Index
This Author published in this journals
All Journal TEFLIN Journal: A publication on the teaching and learning of English Proceeding of International Conference on Teacher Training and Education ETERNAL: English Teaching Journal Jurnal Pengabdian UntukMu NegeRI Elsya : Journal of English Language Studies Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat
Debora Tri Ragawanti
Universitas Kristen Satya Wacana
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
CONSTRUCTIONS AND OBSTRUCTIONS OF TEACHER EXPLANATION TO STUDENTS’ LEAR-NING: PERSPECTIVES OF STIBA SATYA WACANA STUDENTS Debora Tri Ragawanti
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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

Abstract

This study investigated learners’ perspectives on how a teacher explanation can facilitate or hinder their learning. The results suggested that teacher’s use of mixed L1 and L2 in an explanation is preferred by most student-respondents since it can expedite their learning. Using only L2 is also preferred because students believe that it gives them more exposure to English and as English department students, they have to use English. It, however, can impede learning when teachers use difficult words or complicated grammar. In this condition, using simple language helps students understand an explanation. Despite teacher’s use of language, learners’ perspectives on teacher’s behaviors when explaining showed that rapid speaking rate can hinder the process of internalizing an explanation. Conversely, slowing down speech rate can promote a comprehensible input. Toward the use of examples, using examples from daily life is more preferred than the ones presented in the text book since such examples are easy to remember and understand. Lastly, teacher’s use of humor is perceived to motivate student’s learning through relaxed and enjoyable atmospheres. It also helps remember language chunks through which it will be an intake. However, humor can obstruct learning if students focus more on the humor than the lesson.
Preparing the pre-service teachers to meet the teacher qualification standard: Potencies and challenges Ragawanti, Debora Tri
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.464 KB)

Abstract

To response to challenges of teaching English for communication, teacher education programs are urged to prepare the student-teachers to meet the challenges. As a part of the preparation, an evaluation on the student’s performance before they graduate is necessarily to be done. This study attempts to weigh up the  capacity of student-teachers from the English teacher education Program, Satya Wacana Christian University, Indonesia using the teacher qualification standard. This involved 26 mentor-teachers from 10 local schools where the student-teachers were doing teaching practicum. The findings from the questionnaire and interview interestingly revealed that the student-teachers are viewed to be good in performing pedagogical knowledge (2.92), pedagogical skills (2.86), personality (3.27), social (3.17), and professional competence (3.10). Apart from the opportunities, teachers, curriculum designers, and policy makers will be taken to examine their  challenges in meeting the standard  and to consider the proposal on what a teacher education can do to improve the pre-service teachers capacity to teach English.
THE IMPLEMENTATION OF EXTENSIVE READING PRINCIPLES IN AN EXTENSIVE READING CLASS: STUDENTS’ PERCEPTIONS Monika Andita Argha Puspa; Debora Tri Ragawanti
ETERNAL (English Teaching Journal) Vol 13, No 1 (2022): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v13i1.10971

Abstract

For running a successful extensive reading (ER) program, Day and Bamford’s ten ER priciples becomes “key ingredients” (Ng, Renandya, and Chong, 2019. P. 172). This study is aimed at revealing EFL students’ perceptions toward the use of the ER principles in their ER class. To achieve the aim, a questionnaire was distributed to 39 students from English Language Education Program, Universitas Kristen Satya Wacana. Besides, an interview to 10 student-respondents was also conducted. The collected data was then analyzed by classifying them under several themes, creating descriptive statistics, and extracting transcripts of the interviews. The results revealed that EFL student-participants agree that the ER course has applied all ten ER principles. How the ER principles were employed in the course and how they could enhance both students’ linguistic and nonlinguistic competences are also discussed in this paper.
Perancangan Pembelajaran Bahasa Inggris Online Yang Efektif Untuk Mengembangkan Kemampuan Pedagogis Guru Debora Tri Ragawanti; Yustina Priska Kisnanto
Jurnal Pengabdian UntukMu NegeRI Vol 6 No 2 (2022): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v6i2.3794

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memfasilitasi para peserta guru dalam meningkatkan kemampuan pedagogis mereka untuk merancang pembelajaran Bahasa Inggris online yang efektif dan menarik. Peserta kegiatan ini adalah 25 guru bidang studi Bahasa Inggris di SD-SMP-SMA Terpadu Pahoa, Tangerang, Indonesia. Program ini terdiri dari empat fase, meliputi: analisis kebutuhan, perancangan materi pelatihan, lokakarya dan coaching clinic, dan evaluasi. Fase analisis kebutuhan dilakukan melalui interview dan survei; hasil analisis ini digunakan untuk merancang materi lokakarya dan coaching clinic di fase kedua. Pada fase ketiga, sesi lokakarya dan coaching clinic dilakukan secara daring menggunakan Google Meet; pada saat sesi diskusi kelompok, peserta dibagi ke dalam breakout rooms. Evaluasi melalui diskusi yang reflektif dengan penyelenggara program dilaksanakan pada fase keempat. Sebagai kesimpulan, program ini dapat menjawab kebutuhan para peserta guru dalam merancang pembelajaran Bahasa Inggris daring yang sesuai dengan tujuan pembelajaran, koheren, dan menarik. Selain itu, melalui program ini para peserta guru dapat merancang pembelajaran Bahasa Inggris daring berdasarkan prinsip pembelajaran efektif dan learning engagement dengan lebih baik. Dengan berdasarkan analisis kebutuhan guru, program pelatihan profesi guru semacam ini dapat terlaksana secara lebih efektif.
PELATIHAN PENERAPAN KURIKULUM MERDEKA BELAJAR DI DALAM KONTEKS PENGAJARAN DAN PEMBELAJARAN BAHASA INGGRIS Yustinus Calvin Gai Mali; Debora Tri Ragawanti; Joseph Ernest Mambu; Neny Isharyanti
ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat Vol 6, No 2 (2023): Oktober 2023 (Publication in progress...)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/aa.v6i2.7027

Abstract

This article reports a community service program held by the Master’s Program in English Language Education at the Faculty of Language Arts, Universitas Kristen Satya Wacana, in collaboration with the Salatiga Education Department. The program was in the form of teachers’ training about best practices of implementing the Merdeka Belajar curriculum in the English language teaching and learning practices. Thirty-six (36) English teachers in junior high schools in Salatiga participated in this training from July 31 – August 1, 2023. There were five main sessions in the training, namely (1) critical thinking and Merdeka belajar, (2) differentiated instruction in the ELT contexts/EFL classrooms, (3) digital text-based learning for teaching English in secondary schools, (4) best practices in technology-enhanced language learning, and (5) the implementation of Merdeka Belajar curriculum: A reflection. Brief descriptions of what the presenters discussed in each of their sessions, directions for future community service programs, and research are presented.
Searching for Enabling and Constraining Arrangements for Better Teaching Practices: EFL Teachers’ Narratives Neny Isharyanti; Debora Tri Ragawanti
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.13746

Abstract

Teachers’ teaching practices shape and are shaped by the arrangements in their site of practice. Such arrangements, consisting of the (cultural-discursive) “sayings”, (material-economic) “doings”, and (social-political) “relatings” of the actors involved in and the environment of the practice site, can be defined as “Practice Architectures” (Kemmis, 2019). The practice site that this study focuses on is the teaching practicum activity within a three-month in-service teacher professional education program held jointly by the Indonesian Government and a Higher Education Institution (HEI) (Program Profesi Guru Dalam Jabatan/PPG). Using the framework of Practice Architectures, the study aims to identify the arrangements that occurred and/or were provided by the program in enabling or constraining the program’s standard teaching practicum practices. Through thematic analyses of the teachers’ narratives of their teaching practicum experiences, the results show that these arrangements shaped teachers’ practices in teaching practicum, particularly in the design of the PPG program and the requirements of the assessments. The findings call for the government and HEIs to these arrangements in designing teacher professional development programs, such as the PPG program, to improve future teaching practicum experiences in the program that enable standardised and better teaching practices.
Pelatihan Pembelajaran Berbasis Teks Secara Digital Dalam Kerangka Penerapan Kurikulum Merdeka Debora Tri Ragawanti; Daniel Kurniawan; Josephine Januardi
Jurnal Pengabdian UntukMu NegeRI Vol 8 No 1 (2024): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v8i1.6827

Abstract

Text-based teaching (TBT) has characterized and been emphasized in our national curriculum at elementary and secondary levels. As a consequence, English teaching is based on the TBT principles. Along with the vast development of technology, the implementation of TBT is also integrated with the use of digital technology that is to increase the quality of teaching and learning and to increase students’ technology literacy. This paper reports a workshop on digital TBT in the implementation of “Kurikulum Merdeka.” The objective is to find out teachers’ implementation of digital TBT for teaching English using “Kurikulum Merdeka.” The participants were 26 English teachers under Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris (an English Teachers Forum), Salatiga, Central Java. The methods used in this program were reflective practice and Focus Group Discussion (FGD). The findings revealed that most teachers used all the steps of the TBT cycle. All teachers applied Modelling of Text (MOT), but only a few applied Joint Construction of Text (JCOT). The findings on the use of technology for the TBT cycle demonstrated that the teachers used digital technology more in Building Knowledge of the Fields (BKOF) and Independent Construction of Text (ICOT).
Co-Authors Daniel Kurniawan Joseph Ernest Mambu Josephine Januardi Monika Andita Argha Puspa Neny Isharyanti Neny Isharyanti Yustina Priska Kisnanto Yustinus Calvin Gai Mali