Articles
<![CDATA[TEACHERS UNDERSTANDING OF LEARNER AUTONOMY IN INDONESIAN CONTEXTS: FINDINGS FROM HIGH SCHOOLS AND THEIR IMPLICATIONS ]]>
<![CDATA[Dwi Agustina]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v20i2.739
<![CDATA[Learner autonomy has become one of the main topics in the current research and conferences in Indonesia. This suggests that learner autonomy has received more attention in Indonesian contexts. However, there has been no space for discussions about the meaning of learner autonomy from high school teachers points of view. A multi-case study conducted by Agustina (2017) has found diverse understanding of autonomy as reported by Junior High School English teachers in Magelang Regency, Central Java, Indonesia. This paper discusses those teachers understanding in a more detailed way along with the implications when the concept is understood differently. This paper supports Agustinas argument that the diversity in understanding and developing autonomy should be anticipated since teachers have different beliefs about autonomy. Referring to Agustinas findings this paper proposes the need to consider the consequences of allowing the presence of various understanding of learner autonomy particularly when it is set as an educational goal.]]>
<![CDATA[STUDENTS’ BASIC PROBLEMS IN LEARNING ENGLISH: MASTERING VOCABULARY AND GRAMMAR ]]>
<![CDATA[Dwi Agustina]]>
<![CDATA[ Vidya Karya Vol 28, No 1 (2013) ]]>
Publisher : <![CDATA[FKIP ULM ]]>
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DOI: 10.20527/jvk.v28i1.980
<![CDATA[Learning English for Indonesian students is the necessity since they have been in elementery school to higher education. However, many students consider English difficult although they have been learnt English for years. Such condition motivates the writer to research the problem the students have. The writer believes that comprehending the students’ problem in learning English help them to teach in a better manner because the writer has known to solve the students’ problem.]]>
<![CDATA[THE IMPORTANCE AND THE MEANINGS OF INDEPENDENT LEARNING: UNIVERSITY STUDENTS’ PERCEPTIONS ]]>
<![CDATA[Dwi Agustina]]>;
<![CDATA[Dwi Ario Fajar]]>
<![CDATA[ Vidya Karya Vol 33, No 2 (2018): OKTOBER 2018 ]]>
Publisher : <![CDATA[FKIP ULM ]]>
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DOI: 10.20527/jvk.v33i2.5502
<![CDATA[Abstract. This article presents the findings of a qualitative study conducted in English Department of Pekalongan University in 2018. The study aimed at revealing students’ and teachers’ perceptions about the importance and the meanings of independent learning particularly in their language learning. However this article only reports the interview results with fourteen students. The findings signal the students’ positive perceptions about independent learning. All students considered independent learning as important to improve their mastery of English. They also presented various reasons on the importance of doing independent learning. Interestingly, while all students reported the importance of doing independent learning, they described independent learning with a range of meanings. This suggests that independent learning means different thing for different students. Among the meanings they give to independent learning covers: 1) individual effort to improve the language competence, 2) individuals’ learning habits, 3) independent learning activities, 4) self-evaluation activity, and 5) self-reflection activity. Key words: qualitative study, independent learning, perceptions]]>
<![CDATA[Pelatihan Pembuatan Lembar Kerja Siswa Dalam Pembelajaran Bahasa Inggris Di SMP ]]>
<![CDATA[Dwi Agustina]]>;
<![CDATA[Syita Fatih ‘Adna]]>;
<![CDATA[Nur Baiti Nasution]]>
<![CDATA[ Prosiding Seminar Nasional Program Pengabdian Masyarakat 2019: 1. Pengembangan Pendidikan Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ppm.21.462
<![CDATA[Program pengabdian kepada masyarakat yang dipaparkan dalam artikel ini merupakan programpengabdian kepada masyarakat yang dilaksanakan dengan tujuan utama melatih guru – guru BahasaInggris yang ada di SMP 14 Pekalongan Jawa Tengah untuk memodifikasi metode kumon dalampengajaran di kelas. Kegiatan ini dilakukan karena SMP 14 memiliki permasalahan dimana banyaksiswa belum menguasai materi yang disampaikan guru dan mereka belum mencapai nilai minimal yangditentukan oleh sekolah sehingga para siswa perlu diberikan lebih banyak lembar kerja untuk latihan.Namun banyak guru masih ragu untuk menyusun lembar kerja yang sesuai bagi siswa. Programpengabdian masyarakat ini dilaksanakan untuk membantu SMP 14 mengatasi permasalahan tersebut.Dalam pelatihan ini, para guru diberikan paparan terkait metode kumon, implementasinya dalam matapelajaran Bahasa Inggris, modifikasinya serta model lembar kerjanya. Dari kegiatan ini, para guruBahasa Inggris yang ada di SMP 14 Pekalongan menjadi lebih tahu tentang metode Kumon,modifikasinya dan implementasinya dalam pengajaran Bahasa Inggris. Mereka juga dapat membuatlembar kerja modifikasi kumon sesuai materi dan kebutuhan anak di kelas. Namun demikian, tantanganbaru muncul dalam pelatihan penyusunan lembar kerja modifikasi kumon ini. Artikel ini menyajikanpaparan guru terkait permasalahan baru yang mereka hadapi ketika harus menyusun dan menggunakanlembar kerja modifikasi kumon di kelas.]]>
<![CDATA[MENINGKATKAN PARTISIPASI MAHASISWA DALAM DISKUSI KELAS MELALUI PENGGUNAAN FACEBOOK ]]>
<![CDATA[Dwi Agustina]]>;
<![CDATA[Susanto .]]>
<![CDATA[ Pena Jurnal Ilmu Pengetahuan Dan Teknologi Vol 21, No 2 (2011): Pena September 2011 ]]>
Publisher : <![CDATA[LPPM Universitas Pekalongan ]]>
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DOI: 10.31941/jurnalpena.v21i2.42
<![CDATA[This research focuses on finding out the students’ participation in Drama class of English Department at Pekalongan University. This research was conducted due to the low participation of the students in the discussions. To overcome this matter, the writer conducted a classroom action research especially by using facebook to enhance the students’ participation in the discussion in Drama class. Key words: facebook, discussion, Drama]]>
<![CDATA[The Development of Learning Text Using Max Oxborn’s Little Prince: Preservice English Teachers’ Points of Views ]]>
<![CDATA[Arina Risqonah]]>;
<![CDATA[Dwi Agustina]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Finding out a text which is appropriate to students’ needs is sometimes not easy. In the pandemic era, however, teachers are required to present texts which are more interesting for students’ learning, especially because the learning is done online. Without the presentation of interesting texts, students may get bored to read during their online learning. In order for the teachers to be able to present interesting texts, previous studies have shown that teachers can develop a learning text from movies or films. Referring to the previous studies, the writers were interested to develop English text material using the film Little Prince by Max Oxborn as the learning media and investigate how pre-service English teachers perceived it as a learning text for senior high schools. The research was done by using Borg and Gall’s model in which the writers followed were five stages namely initial data collection, planning, initial product format development, initial product testing (in a small scale), and the revision of the product. In this article the writers present the learning text created from the film Max Oxborn’s Little Prince along with how pre-service English teachers perceived the text produced in this research as a learning material. ]]>
<![CDATA[Students’ Motivation to Complete the Study in the Pandemic Time: Some Reflections for Post Pandemic Era ]]>
<![CDATA[Leni Fitriani]]>;
<![CDATA[Dwi Agustina]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Since it was announced by the World Health Organization in March 2020, the Covid-19 pandemic is still happening now. The impacts of the Covid-19 pandemic are also felt greatly in the world of education, especially as the teaching and learning processes at schools and universities are required to be carried out online during the pandemic. This condition affects final semester students who are working on their thesis as the thesis consultation is also done online. In the writers’ department, some students were able to complete the thesis in the pandemic time but some others failed. This made the writers interested to investigate the students’ motivations in completing their study. This article reports the writers’ qualitative study which focused on revealing the students’ motivation in finishing their study. The study was conducted in English Language Education Department at Pekalongan University, Indonesia in the even semester of the academic year 2021/2022.To get the data the writers used structured interviews. The data were then analysed by using content analysis. The findings suggest that students had various types and levels of motivations in completing their study during the pandemic. The writers also believe that it is necessary to reflect on these findings so that both theses writing and supervision in the post pandemic era can be conducted better.]]>
<![CDATA[Model Pembelajaran Jarak Jauh Di Tingkat SD, SMP, SMA, Dan Perguruan Tinggi Di Kota Pekalongan Selama Pandemi Covid-19 ]]>
<![CDATA[Dwi Agustina]]>
<![CDATA[ JURNAL LITBANG KOTA PEKALONGAN Vol. 20 No. 1 (2022) ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah (Bappeda) Kota Pekalongan ]]>
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DOI: 10.54911/litbang.v20i1.194
<![CDATA[The implementation of distance learning at schools and educational institutions in Pekalongan City has happened in a sudden due to the covid-19 pandemic. With this sudden implementation of distance learning, there has been no information on how teachers in various educational settings actually implement it and thus the models of distance learning implemented were unknown. There has been no information on the effectiveness and challenges of distance learning either. Thus the writers did a mixed-method study through survey and interview to reveal this information. The respondents were 179 teachers from elementary schools, junior high schools, senior high schools, and universities. The findings show that most teachers perceived the effectiveness of distance learning. However, the models of distance learning varied as teachers in elementary and junior high schools used more asynchronous models while teachers in senior high schools and university levels used more synchronous models. Interestingly, the most frequently used platforms and application were Google Classroom and WhatsApp due to the ease and familiarity. Further, the students’ lack of interest and low independence in learning were seen as the main issues in distance learning. Several other problems were also found which made the distance learning quite problematic in Pekalongan City. Keywords: Distance learning, models, pandemic, mixed-method study]]>
<![CDATA[THE EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND ITS DEVELOPMENT IN AN INDONESIAN CONTEXT ]]>
<![CDATA[Dwi Agustina]]>;
<![CDATA[Margaret Gleeson]]>;
<![CDATA[Gillian Hubbard]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022 ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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DOI: 10.24071/llt.v25i2.4801
<![CDATA[Creating long-life learners has become a long-term educational goal in many educational settings including Indonesia. An initial step towards this goal is to develop autonomy in students. Currently, learner autonomy or independence in learning has been promoted in higher education through the concept of Merdeka Belajar (freedom of learning) by the Minister of Education and Culture. In high schools, the 2013 curriculum has also emphasized learner autonomy development. Thus it is necessary to look back at how teachers perceived the concept of learner autonomy long before the concept of Merdeka Belajar was introduced. This article reports a quantitative study that investigated English teachers’ perceptions of learner autonomy and its development in Indonesia. This study was conducted in 2014 using a questionnaire and involved 145 high school English teachers in Magelang Regency, Central Java, Indonesia. The findings revealed that these Indonesian teachers held positive perceptions of learner autonomy and strongly supported psychological elements of learner autonomy. These EFL teachers also showed strong support for social aspects of autonomy. These junior high school teachers perceived social interaction and cooperation as important for promoting learner autonomy in the Indonesian context.]]>
<![CDATA[Independent Learning for Improving English Skills of Students in English Language Education, Pekalongan University ]]>
<![CDATA[Dwi Ario Fajar]]>;
<![CDATA[Dwi Agustina]]>
<![CDATA[ Surakarta English and Literature Journal Vol 2 No 2 (2019): Volume 2 Number 2 February 2019 ]]>
Publisher : <![CDATA[Faculty of Language and Literature, University of Surakarta ]]>
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<![CDATA[This research reports the findings of a narrative inquiry aiming at revealing the lecturers' perceptions about the meaning and importance of independent learning for improving students' mastery of English. This research involved nine lecturers of English Education program at the Faculty of Teachers’ Training and Education, Pekalongan University. The lecturers were interviewed about their views of independent learning. The findings suggest that all of the respondents agreed on the importance of independent learning. However, in terms of the meaning of independent learning, the lecturers suggest a various definition of independent learning, signaling that their understanding on the concept of independent learning is not similar which may result in different practices of giving independent learning tasks to students.]]>
