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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA Journal of English and Education ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Penelitian Pendidikan Journal of English Language Studies ETERNAL(english, teaching, learning, and Research Journal) Proceeding of International Conference on Art, Language, and Culture IJoLE: International Journal of Language Education JET (Journal of English Teaching) Adi Buana VELES Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of Community Empowerment for Health Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Abmas
Sri Setyarini
Universitas Pendidikan Indonesia
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PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS STORYTELLING: SEBUAH TEROBOSAN DALAM UPAYA MENINGKATKAN OUTPUT PEMBELAJARAN BAHASA INGGRIS ANAK USIA DINI Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 15, No 2 (2015): PENGEMBANGAN MODEL
Publisher : Universitas Pendidikan Indonesia

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

Abstract

Penelitian ini terfokus pada pengembangan model pembelajaran berbasis Storytelling dalam upaya meningkatkan hasil pembelajaran bahasa Inggris anak usia dini. Subyek penelitian ini adalah kelas 4A SD PN Setiabudhi. Tujuan penelitian ini adalah mengetahui jenis cerita seperti apa yang sesuai untuk siswa SD, bagaimana mengimplementasikan dan apa kendala dan solusi yang perlu diambil. Jenis penelitian ini adalah penelitian tindakan kelas yang berlangsung dalam dua siklus. Selain hasil observasi kelas sebagai hasil selama tindakan, interview kepada guru dan siswa juga dilakukan untuk mendapatkan data yang akurat yang melengkapi data dari observasi kelas. Untuk mengetahui kemampuan awal siswa dalam berbahasa Inggris, Pre-assesemen diberikan. Sebaliknya untuk mengetahui sejauhmana kemampuan siswa meningkat, mereka diberi post-assesment. Materi dalam Pre dan Post assesmen tidak sama persis tetapi beberapa soal disusun secara acak penomerannya sehingga siswa tidak dapat menghafal jawabannya. Data yang terkumpul dari beberapa sumber dianalisis dengan mengacu pada teori pembelajaran anak usia dini dan menginterpretasikannya. Hasil analisis kemudian dideskripsikan untuk menjawab beberapa pertanyaan penelitian. Secara umum, temuan penelitian ini menunjukkan bahwa Storytelling dapat dijadikan salah satu alternatif dalam meningkatkan hasil pembelajaran bahasa Inggris  bagi siswa SD. Hal ini dikarenakan model ini dapat menawarkan banyak kesempatan kepada siswa untuk berlatih berkomunikasi dalam bahasa Inggris.Namun demikian, ada beberapa kendala yang masih dihadapi oleh guru dalam menerapkan metode ini, diantaranya: bahan cerita yang masih terbatas, tidak memadainya waktu untuk pelajaran bahasa Inggris, kelas yang besar, dan target pencapaian materi yang ditentukan oleh kurikulum dan silabus membuat guru kurang leluasa dalam menerapkan metode ini. Mempertimbangkan kendala tersebut, mereka mengajukan beberapa solusi yaitu: membuat sistem co-teachers dengan dosen EYL(English for young learners), penambahan jam pelajaran, meningkatkan sarana dan prasarana, dan partisipasi aktif dari stakeholders.Kata kunci: storytelling, pre-assesmen, post-assesmen,solusi,inovasi, fun
Thinking critically while storytelling: Improving children’s HOTS and English oral competence Setyarini, Sri; Muslim, Ahmad Bukhori; Rukmini, Dwi; Yuliasri, Issy; Mujianto, Yanuarius
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11480

Abstract

Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.
IN HOUSE TRAINING (IHT) MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS Lengkanawati, Nenden Sri; Setyarini, Sri; Sari, R. Della Kartika; Moecharam, Nicke Yunita
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.829

Abstract

The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3) piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002) and the design of IHT (Wallace: 1993). The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
Dialogic supervision: Investigating supervision practices of English pre-service teachers in a professional training program (PLP) Amirulloh, R. Della Nuridah Kartika Sari; Lengkanawati, Nenden Sri; Setyarini, Sri
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20241

Abstract

This paper serves as a preliminary study of the dialogic supervision as a breakthrough to improve the performance of pre-service English teachers in a Program Latihan Profesi/Professional Training Program (PLP). In detail, this research is aimed at: (1) investigating the pattern of ongoing PLP supervising, (2) identifying if there is an indication of dialogical supervision and (3) identifying the difficulties the pre-service teachers faced during their supervision. The Research and Development was designed for three years. The subjects of this research are pre-service teachers, supervisory teacher and supervisory lecturer.  The data were collected through three instruments, such as observation, interview with pre-service teachers, interview with both supervisory teachers and lecturers, and questionnaires distributed to the pre-service teachers. The first-year findings show that the current supervision pattern tends to be conventional as seen from several aspects: face-to-face technique, formal situation, instructional language, supervisory lecturer and the teacher still dominate in the supervision discussion, non-problem based supervision topic, and the low frequency of meetings. On the other hand, some points are identified within the pattern of dialogical supervision, i.e., collegial language, independent reflection, friendly, flexibility of time and place.  Besides, there are some problems faced by the supervisory lecturers and teachers, among other time limitation, less contextual supervision material, poor coordination, ineffective feedback. Therefore, the solutions include supervision planning coordinated by all three parties and made into a schedule, optimum use of social media, supervision material selection is based on the needs of the pre-service teachers.
“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners Setyarini, Sri; Musthafa, Bachrudin; Muslim, Ahmad Bukhori
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25062

Abstract

Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises  literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.
Critical Literacy Strategy and Challenges: Voice from a High School EFL Teacher Hidayat, Raden Aulia Utami; Gustine, Gin Gin; Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 20, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i3.25399

Abstract

This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Although the material was taken from the textbook, the teacher could combine her teaching between the book and critical literacy teaching. She provoked her students by posing essential questions and helped students to read and think beyond the text. She also tried to develop her students' social awareness, tolerance, and responsibility through the discussion they shared. However, the teacher encountered some challenges in implementing critical literacy, such as the lack of students' language proficiency, classroom practice transformation, and the lack of teaching resources and facilities.
Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia Riwayatiningsih, Rika; Setyarini, Sri; Azmi Putra, Rahmat Agung
International Journal of Language Education Vol. 5, No. 1, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i1.13043

Abstract

Teaching English as a foreign language to young learners in Indonesia requires specific strategies because young learners have different characteristics compared to adults. It demands English teachers to have sufficient metacognitive knowledge to promote students’ critical thinking skills. Therefore, this research paper presents findings on teacher’s metacognitive knowledge to promote EFL young learners critical thinking. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data, namely classroom observation, interview, and document analysis. The data analysis was done by referring to the theory of metacognitive knowledge and stages in promoting critical thinking in EFL classroom. The findings reveal that the teacher performed three types of metacognitive knowledge, such as person, task, and strategic knowledge. These types of knowledge determined teacher’s strategy in running the class. It was indicated from the teacher’s statement showing that metacognitive knowledge guide herself through what, why, and how to implement learning strategies and predict outcomes by considering students’ needs and characteristics. Consequently, the students were able to analyze, evaluate, compare, contrast, and construct new information from their previous knowledge and experience.Keywords: Critical thinking, EFL young learners, English language learning, Indonesian educational context, Teacher’s metacognitive knowledge
OPTIMALISASI KINERJA MAHASISWA PPL MELALUI NEEDS ANALYSIS BIDANG PENERJEMAHAN Harto, Sri; Setyarini, Sri
ABMAS Vol 17, No 1 (2017): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (795.608 KB) | DOI: 10.17509/abmas.v17i1.37480

Abstract

Penelitian ini berangkat dari sebuah asumsi tentang perlunya analisis kebutuhan dalam bidang penerjemahan untuk mengoptimalkan kinerja mahasiswa dalam melaksanakan Program Pengalaman Lapangan (PPL). Ada beberapa tujuan yang ingin dicapai dalam penelitian ini yaitu: (1) untuk menemukan jawaban apakah perlu analisis dalam bidang penerjemahan berperan dalam mengoptimalkan kinerja mahasiswa PPL; (2) untuk Mengungkapkan kebutuhan dan strategi penerjemahan yang diperlukan bagi mahasiswa; (3) untuk menganalisis bagaimana kompetensi dan strategi penerjemahan yang bisa dimiliki dan diterapkan oleh mahasiswa PPL. Hasil analisis data menunjukkan bahwa analisis kebutuhan dalam penerjemahan merupakan hal yang penting dilakukan karena bidang penerjemahan yang akan ditekuni oleh mahasiswa PPL di instansi yang berbeda bisa dan terinventarisasi. Dengan cara ini, jenis kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan bisa dipersiapkan. Selain itu, kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan perlu digunakan secara profesional sebelum mereka terjun ke instansi tempat melakukan praktik kerja. Dengan demikian, kinerja mereka bisa lebih optimal karena mereka sudah menerjemahkan dalam berbagai teks dan menerapkan beragam strategi penerjemahan. kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan perlu secara profesional sebelum mereka terjun ke instansi tempat melakukan praktik kerja. Dengan demikian, kinerja mereka bisa lebih optimal karena mereka sudah menerjemahkan dalam berbagai teks dan menerapkan beragam strategi penerjemahan. kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan perlu secara profesional sebelum mereka terjun ke instansi tempat melakukan praktik kerja. Dengan demikian, kinerja mereka bisa lebih optimal karena mereka sudah menerjemahkan dalam berbagai teks dan menerapkan beragam strategi penerjemahan.
The implementation of digital storytelling in an online classroom to help promoting students’ critical thinking skills Maulana, Cepri; Setyarini, Sri; Wirza, Yanty
Jurnal Pendidikan Bahasa dan Sastra Vol 21, No 2 (2021): OKTOBER 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v21i2.44638

Abstract

Over the last few months, the Covid-19 pandemic has turned traditional learning into online learning. As a result, EFL teachers are expected to utilize digital technology to aid students to meet learning objectives. Through digital technology, EFL teachers could select their learning strategy, including storytelling, in their instructional practices. This study portrays the implementation of digital storytelling in EFL online classrooms and the student's critical thinking skills promoted by the learning strategy. The study employs the case study qualitative method. The data was collected through observation and interview by utilizing an observation checklist as well as a list of questions. The study reveals that the implementation of digital storytelling was conveyed in a proper step by optimizing various media. The students also show positive responses through their active engagement during the learning process. In addition, students can develop their critical thinking skills by presenting their ideas and active discussion with their friends.
Persepsi dan Praktik Guru Sekolah Dasar dalam Menggunakan Video untuk Mengajar Bahasa Inggris dalam Pembelajaran Blended learning Wati, Erina; Musthafa, Bachrudin; Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 21, No 3 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v21i3.43177

Abstract

Pandemi telah mengalihkan proses pembelajaran tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) dan blended learning. Menggunakan video untuk mengajar bahasa Inggris untuk pelajar usia dini dapat menjadi alternatif untuk menyampaikan materi ajar secara efektif dalam situasi ini. Banyak penelitian telah membuktikan keefektifan video untuk membantu meningkatkan kemampuan bahasa Inggris siswa. Studi-studi tersebut umumnya dilakukan secara eksperimental untuk menyelidiki efek penggunaan video pada siswa. Ada sejumlah penelitian yang sangat terbatas yang berfokus pada bagaimana video digunakan di kelas serta persepsi guru. Bahkan ada sejumlah kecil studi yang berfokus pada pendidikan sekolah dasar. Penelitian ini bertujuan untuk mengetahui persepsi dan praktik guru sekolah dasar dalam menggunakan video untuk mengajar bahasa Inggris. Penelitian ini menggunakan desain deskriptif kualitatif. Dua guru bahasa Inggris yang mengajar di sekolah dasar di Cianjur, Indonesia, dipilih sebagai peserta penelitian ini. Pengumpulan data dilakukan dengan observasi dan wawancara. Guru pertama  percaya bahwa video membantu nya mengajar lebih efektif di kelas tradisional secara tatap muka dan di kelas campuran, tetapi guru yang ke dua berpikir bahwa video hanya membantu di kelas online atau blended learning saja. Dalam pengajaran menggunakan video, mereka selalu memastikan siswa mengerti tentang video tersebut dan memberikan beberapa kegiatan tindak lanjut setelah menonton video. Kesimpulannya, para guru memiliki persepsi yang berbeda tentang penggunaan video. Untuk penelitian selanjutnya, disarankan untuk juga menyelidiki persepsi siswa tentang penggunaan video di tingkat sekolah dasar.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim, Ahmad Bukhori Aji Budi Rinekso Angela Dwi Hesti Ariningtyas Azharra Aninda Putri Al Farid Azmi Putra, Rahmat Agung Bachrudin Musthafa Bayu Fandhi Achmad Didi Sukyadi Dwi Rukmini Fuad Abdul Hamied Gustine, Gin Gin Happy Indah Kusumawati Hidayat, Raden Aulia Utami Ihsan Hikmawan Ika Lestari Damayanti Ima Rahmah Hanifah Isra F Sianipar Isry Laila Syathroh Issy Yuliasri Isti Destiani Istighfarlin Widyanita Lulu Laela Amalia Mardiyana, Lina Maulana, Cepri Mujianto, Yanuarius Nadzifa Nur Fadila Nenden Sri Lengkanawati Nicke Yunita Moecharam Nissa Khairunnisa Nur Padhilah Purnawarman, Pupung R. Della Kartika Sari, R. Della Kartika Rahmat Agung Azmi Putra Rani Aryanti Rukmana Rd. Della Nuridah Kartika sari A. Riwayatiningsih, Rika Rojab Siti Rodliyah Saufika Handayani Sri Harto Sri Harto, Sri Susilawati Susilawati Sutono Sutono Syahirul Alim Tiara Cita Maharani Tri Indri Hardini Vina Nuzulul Fitria Wati, Erina Wirza, Yanty Yanti Nopiyanti Sopandi