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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
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences Other

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SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES Sri Setyarini
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3857

Abstract

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents
HEAR THEM OUT: CONSTRAINTS ENCOUNTERED BY IELTS STUDENTS IN THE WRITING CLASS Tiara Cita Maharani; Sri Setyarini
Edusentris Vol 6, No 3 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.703 KB) | DOI: 10.17509/edusentris.v6i3.493

Abstract

The purpose in this study is to investigate the problems faced by the students in the IELTS writing class and how the teacher addressed the existing problems. It employed a qualitative narrative inquiry design since the researcher took the role as the teacher in the preparation class. The participants were three senior high school students who enrolled in an IELTS preparation class at one of the private English language learning centres in Bandung. The data were collected through in-depth interviews with the participants, classroom observations including my teaching journal, and the students’ writing. The study revealed that limited vocabulary, difficulties in constructing ideas, insufficient mechanical writing aspects, boredom, exhaustion, anxiety, and language barrier were the challenges encountered by the participants. Moreover, among a number of teaching strategies that I conducted to address the problems, drilling IELTS writing strategies and giving personal feedback to the participants were considered to be the most effective since they gained positive responses from the participants in which they managed to demonstrate improvement on their IELTS writing skills.
Is the forum of disaster risk reduction ready?: Disaster preparedness in a community setting Happy Indah Kusumawati; Sutono Sutono; Sri Setyarini; Bayu Fandhi Achmad; Angela Dwi Hesti Ariningtyas; Istighfarlin Widyanita; Syahirul Alim
Journal of Community Empowerment for Health Vol 4, No 3 (2021)
Publisher : Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jcoemph.65495

Abstract

A community-based forum, Forum Pengurangan Resiko Bencana (FPRB), or Forum of Disaster Risk Reduction was established to accommodate and collaborate with stakeholders to optimize disaster management according to local capacity. However, evaluation of disaster preparedness among FPRB members is rarely done. Therefore, this study aimed to determine the disaster preparedness and level of Basic Life Support (BLS) knowledge among FPRB members in Bantul. A descriptive study was conducted with a cross-sectional design. Participants (n=77) were members of FPRB in Poncosari sub-district, Srandakan district, and Girirejo sub-district, Imogiri district, Bantul Regency. The survey was undertaken using the modified Disaster Preparedness Indonesian Institute of Science (LIPI)-UNESCO 2006 questionnaire and modified BLS American Heart Association (AHA) 2015 questionnaire. Univariate analysis was utilized to analyze data. Overall, the majority (52%) of disaster preparedness levels among FPRB members was categorized as strong level (median = 29). Related to the disaster preparedness aspect, 89% had good disaster knowledge, followed by resource mobilization (75%), urgent plan (60%), and early warning (53%). The median score of BLS knowledge was 5.38 (min-max = 2-9). Most of the participants (56%) had a good level of BLS knowledge. This study highlights that the disaster knowledge aspect is indicated as a highly familiar aspect while the early warning aspect is identified as a low familiar one. This study assists policymakers to develop a strategic plan to promulgate further disaster and first aid training in the community setting.
UNVEILING TEACHER’S METACOGNITION IN PROMOTING EFL YOUNG LEARNERS’ CRITICAL THINKING IN INDONESIA Rahmat Agung Azmi Putra; Sri Setyarini; Yanty Wirza
Edusentris Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v9i2.502

Abstract

The 21st-century education insists students to be ready to face global challenges with some skills, such as collaboration, creativity, critical thinking, and literacy. Despite a multitude of suggestions gained from several studies, the lack of understanding or compromise on the best approach to involve students’ thinking skills is a major concern. Therefore, this paper presents the research findings on teacher’s metacognition in promoting EFL young learners’ critical thinking skills. 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 with the teacher and document analysis. The collected data were analysed by referring to the theory of teachers’ metacognition and critical thinking skills. The findings reveal that the teacher applied three types of metacognitive knowledge, such as person, task, and strategies as identified from her metacognitive strategies, such as planning, monitoring, and evaluating the learning strategies. It is supported by the teacher’s statement who claimed that metacognition plays an important role to promote students ‘critical thinking because it guides herself through what, why, and how the students’ learning based on their needs and characteristics.
English Teachers’ TPACK Level, Factors, and the Impacts in Vocational High School Isti Destiani; Sri Setyarini; Rojab Siti Rodliyah
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 4 No 2 (2022): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v4i2.6725

Abstract

This study is aimed to investigate English teachers’ TPACK level and explore its impact on teaching English to Vocational high school students in Garut. In this mixed-method study, questionnaires, interviews, and observation were used as the instruments for collecting the data. The participants of this study were 50 vocational high school English teachers in Garut. After collecting the data from the questionnaire, this study showed various results for each domain. On average, more than 60% of the participants had a high level of TPACK. And the rest of them had an adequate and low level of TPACK. In addition, based on the interview, factors that influenced the differences in TPACK level among the participants were divided into three aspects: technology, pedagogy, and content knowledge. Factors that influence the technology aspects were facilities, technology mastery, and willingness and curiosity. Meanwhile, factors of pedagogy are influenced by teaching experience and strategy, training, and certification from the government. Whereas, factors of content knowledge are caused by educational background, age, and English knowledge mastery. Thus, English teachers with TPACK levels impact their teaching practices in vocational high schools. Most of them applied technology in the classroom, such as using laptops, projectors, audio and video file, PowerPoint, and digital book. Besides, they also used many teaching strategies with English knowledge mastery in teaching so that their students were more enthusiastic about learning English. This study is expected to benefit the teachers as they derive relevant details for their development and professionalism
Implementing Remote CLIL during the Covid-19 Pandemic: A Teacher’s Voice Sri Setyarini; Vina Nuzulul Fitria; Nissa Khairunnisa; Susilawati Susilawati
Jurnal Pendidikan Bahasa dan Sastra Vol 23, No 1 (2023): APRIL 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v23i1.59871

Abstract

Delivering content and language at the same time is believed to equip students with excellent and balanced competence. The goal of this study is to investigate and describe the implementation of CLIL (Content and Language Integrated Learning) in an English class during the COVID-19 pandemic. A qualitative case study design was employed in this research. The participant in the study is an English teacher at a private junior high school in Cimahi, West Java, Indonesia. The data was collected through observations and in-depth interviews. The findings indicate that CLIL is implemented based on the 4C’s framework (communication, content, cognition, and culture) in all stages of learning activity (pre-while-post activity). Although CLIL is theoretically mentioned to be applied flexibly, the teacher emphasized the particular pattern: communication comes first, followed by content, continued by cognition, and last is culture, with the intention of accommodating and facilitating both students’ cognitive and affective sides, as well as learning engagement and interactivity during remote learning in the pandemic era. Some challenges are also reported to emerge, but the school's support has helped this approach be executed successfully. This study implies that CLIL can provide ideal outcomes when all components of the school work together to be ready to execute it, despite the obstacles that grow in cyberspace that hamper face-to-face learning.
PROMOTING COMMUNICATION SKILLS AS JOB-READY SKILLS THROUGH PORTFOLIO ASSESSMENT Yanti Nopiyanti Sopandi; Sri Setyarini; Isry Laila Syathroh
ELTIN Journal Vol 11 No 2 (2023): VOLUME 11, ISSUE 2, OCTOBER 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i2.p139-152

Abstract

Vocational high school graduates need communication skills to be job-ready. This is a global communication tool and a job-ready skill. However, many difficulties still need in acquiring English communication skills as part of vocational high school preparation for employment, such as body language, mental issues, lack of ideas, grammatical mistakes, etc. Thus, effective teaching, learning, and evaluation may address these issues. This research examined how portfolio assessment promotes communication skills and how students react to it. Quasi-experimental research used pre-tests and post-test. However, observation and questionnaires are also employed to underpin the tests’ findings and as additional data for a more comprehensive investigation. The experimental group (30 students) and the control group (28 students) were 58 software engineering majors. Each group received three portfolio assessment-based therapy sessions. This research revealed three main findings. First, 0.000 is lower than 0.05. H0 is refused, whereas Ha is accepted. Second, the experimental group's paired sample t-test score is 14.533, substantially greater than the control group's 6.823. Third, students prioritized emotive over cognitive and behavioral factors. Keywords: communication skills, job-ready skills, portfolio assessment
Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners Ihsan Hikmawan; Ika Lestari Damayanti; Sri Setyarini
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19432

Abstract

Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher’s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students’ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners’ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.
Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills Rani Aryanti Rukmana; Sri Setyarini; Pupung Purnawarman; Isra F Sianipar
VELES Voices of English Language Education Society Vol 7, No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.21400

Abstract

In conventional language education, listening often receives less attention compared to the teaching of grammar and other language skills. Nevertheless, it is crucial to acknowledge that knowledge acquisition and assimilation primarily occur through listening. This study explores the enhancement of students' listening competency through extensive listening practices, utilizing the participatory action research method, specifically the Collaborative Classroom Action Research approach. The research was conducted at Junior High School in Medan, Indonesia and involved 31 Grade VIII students. The study incorporated pre-test and post-test listening assessments, and observation across three cycles: pre-cycle, cycle I, and cycle II. The results clearly demonstrate the positive impact of extensive listening on students' listening skills. Overall, there was a substantial improvement, with scores increasing from 49.35% in the pre-test to an impressive 85.16% in cycle II. Notably, individual progress also showed substantial growth, rising from 6.45% in the pre-test to a remarkable 77.4% in cycle II. These findings underscore the undeniable effectiveness of extensive listening in language education. They offer valuable insights for English teachers and provide robust support for the adoption of extensive listening as a potent means to nurture and elevate students' listening skills, which are a fundamental aspect of language acquisition.
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