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All Journal UICELL Conference Proceeding JEES: Journal of English Educational Study Child Education Journal ACITYA Journal of Teaching & Education
Wensi Alka
Universitas Islam Malang
Humanities Education Languange, Linguistic, Communication & Media Other

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Utilizing Edmodo in writing class: Why and how? Wensi Alka
Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (905.193 KB) | DOI: 10.30650/ajte.v2i1.268

Abstract

ABSTRACT This paper comes up to discuss the theories and previous studies about using Edmodo in writing class. Using social network system in the Industrial era 4.0 helps teaching and learning activities become more effective because students can learn in and outside the class. Thus, it is helpful especially in writing class which require long learning time to use this kind of application. Therefore, utilizing an online applications in writing class can help students to improve their writing skill and to make learning time more efficient. One of online applications that is widely used in writing is Edmodo. Generally, this paper then will discuss about explanation of writing processes, problems in writing, explanation about learning media, description of online application, description of Edmodo,benefits of Edmodo, and how to apply Edmodo in writing course. Some previous research highlighting the effect of Edmodo on student’s writing skill is the next discussion. This paper finally gives conclusion and pedagogical implication as the closing. Keywords: writing class, online application, Edmodo
Washback Effect of Vocational High School Final Examination: Indonesian EFL Teachers’ and Students’ Voices Wensi Alka; Junaidi Mistar; Muhammad Hamdan Fakhrudin
UICELL No 6 (2022): UICELL Conference Proceedings 2022
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The English final examination is no longer a high-stake test since National Examination (NE) was abolished in 2021 and replaced with the Ujian Satuan Pendidikan (USP). Therefore, this study explores the washback effects experienced by Indonesian EFL teachers and students and discovers teachers’ and students’ perceptions of the implementation of USP. Six participants, three Indonesian English Foreign Language (EFL) teachers, and three Public Vocational High School students in Singosari were interviewed to meet the research goals. The findings indicated that focusing on teaching to the test, cheating, and feelings and attitudes were the washback effects of the English final examination in implementing USP. Then, the English final examination still harms the teaching and learning process and teachers’ and students’ feelings and attitudes, even though it is not a high-stake test. Besides, the implementation of USP also reduces the washback effect of the English final examination. Keywords: Washback effect, final examination, teachers’ and students’ voices
INVESTIGATING PRIMARY SCHOOL STUDENTS’ GRAMMATICAL ERRORS IN WRITING: DULAY’S SURFACE STRATEGY TAXONOMY Wensi Alka; Dzulfikri Dzulfikri; Khaula Amelia Khusna
Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v6i1.2248

Abstract

This study was carried out to identify different types of grammatical errors made by primary school students since some previous studies only conducted the same research with high school students as the participants. This study used a descriptive qualitative research design. The participants were 40 fourth-grade students from SD Muslim Cendekia Batu. Students' writing products were used as the instrument. The data were analyzed, identified and classified based on Dulay's (1982) surface strategy taxonomy. The data show that the students made 79 grammatical errors, with errors of omission accounting for 25 items (31.6%), 21 (26.5%) errors  in addition, 26 errors (32.7%) in misformation, and 7 (9.2%) errors in misordering. The findings reveal that students lack grammar mastery; therefore, they frequently create their own rules in writing a text. To summarize, the student's understanding of the use of English structure remained low. The researcher's recommendations for future researchers are to focus more on the sources of the students' errors and to identify and determine the appropriate strategies to overcome students’ grammatical errors.
The Challenges in Teaching English Online to Young Learners: Teachers’ Voices Wensi Alka; Dzulfikri D; Khaula Amelia Khusna; Hainona Izza Golia
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.3687

Abstract

Teaching and learning activities had shifted to online classes due to Covid-19 pandemic outbreaks. Hence,primary school teachers in Indonesia encountered several challenges with the unexpected changes inEnglish face-to-face classroom interaction to online learning with digital platforms. This study exploredthe challenges faced by four Indonesian EFL primary school teachers in implementing online learningand teachers’ solutions to the challenges. A qualitative study with a phenomenological approach was usedas the research design, and the data collection was obtained through observation and interview. Thisstudy showed that teachers found online English Language Teaching (ELT) activities more difficult thanface-to-face classrooms due to some challenges. The technical issue became the first challenge faced bythe teachers since both teachers and students needed an internet connection and device management.Secondly, most teachers found it difficult to implement various teaching methods in online learning. Theother reasons were that enhancing students’ engagement required more effort, and assessing students’English development took more work than in the face-to-face classroom. The implication of this researchis for teachers and students as it may help them address and generate new insights about the challengesand solutions in online classrooms. Furthermore, it highlights specific areas for future research.
Co-Authors Alfan Zuhairi Dzulfikri D Dzulfikri Dzulfikri Hainona Izza Golia Khaula Amelia Khusna Khaula Amelia Khusna Muhammad Hamdan Fakhrudin