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All Journal Beyond Linguistika: Journal of Linguistics and Language Education
Eko Windu Prasetya
UNIVERSITAS BANDAR LAMPUNG
Languange, Linguistic, Communication & Media

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THE ECLECTIC USE OF THE PROCESS AND THE GENRE APPROACHES THROUGH THE IMPLEMENTATION OF FOURSQUARE TECHNIQUE IN TEACHING EFL WRITING Eko Windu Prasetya
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 2, No 2 (2019): Oktober
Publisher : Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1026.098 KB) | DOI: 10.36448/bl.v1i2.1789

Abstract

This paper proposes a technique, namely Four Square, that the teachers can implement as an answer to the basic challenge in teaching English as a Foreign Language (EFL) writing, that is to shape the learners to be more creative and productive in writing. The introduction of Four Square, mainly aims at the learners’ ability in creating written texts which are grammatically accurate and functional in social context. The significant characteristic of Four Square to the development of learners’ writing skill is the fact that it applies the process and genre approaches at the same time. The two approaches are necessary in making the learners more thoughtful in the sense of their creativity in expressing ideas and of their understanding of readership. In Four Square, the learners consider the steps of writing; exploring idea, prewriting, organizing, writing first draft, revising draft, and producing the final copy, as well as consider the readership; the audience, purpose, and social function of the writing they produced. Thus, Four Square will bring the learners to the sufficient and effective path of writing process and will enable them to write more meaningful to the readership.
THE IMPLEMENTATION OF CLASSROOM-BASED ASSESSMENT IN AN INTERNATIONAL STANDARD JUNIOR HIGH SCHOOL IN YOGYAKARTA Eko Windu Prasetya; Yanuarius Yanu Dharmawan
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 2, No 2 (2019): Oktober
Publisher : Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1120.979 KB) | DOI: 10.36448/bl.v1i2.1784

Abstract

This study attempts to answer the research question on the implementation of classroom-based assessment in an International standard Junior High school in Yogyakarta. Thus, this study is written to get complete understanding on the assessment process which is applied in International standard Junior High School. In order to interpret the data in this study, Creswell (2003) and Nunan (2009) suggest that the writer should conduct several steps. First, prepare the data; questionnaire and interviews transcription and arrange it based on its source. Second, draw the general idea from each data. Third analyze each data in detail trough coding process. Fourth, generate a description based on the coding result. Fifth, develop the description into a qualitative narrative report. Last, interpret in the report to answer the research question. In conclusion, the International Standard Junior High School in Jogjakarta has not applied the classroom-based assessment. This fact is mainly because of the condition in the real situation hasn’t permitted the implementation of classroom-based assessment. Teacher is International Standard of Junior High school is busy with the preparation for National Examination. Thus, they only focus to make the students familiar with the test format so that they can pass the National examination.
THE IMPLEMENTATION OF EXTENSIVE READING AND EXTENSIVE LISTENING IN XREADING AS ENGLISH LEARNING APPROACH Eko Windu Prasetya; Ayu Rini Tri Utari; Helta Anggia; Yulan Puspita Rini
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 4, No 2 (2021): Oktober
Publisher : Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.419 KB) | DOI: 10.36448/bl.v4i2.2309

Abstract

This research is based on the implementation of ER and EL in Xreading as the 1st semester students’ English learning approach. The population of this research is students of English Education, Universitas Bandar Lampung. This research aimed to know how the principles of extensive reading and extensive listening implemented in ER and EL process through Xreading website and what students' perceptions of the implementation of ER and EL in Xreading as the 1st semester students’ English learning approach. The instruments of this research were observation, interview and TOEL test. Then, the data were analyzed by coding compression. The result showed that most of the ER principles had been implemented well in the implementation of ER in Xreading. On the other side, the implementation of EL in Xreading, only several principles of EL have been implemented. Thus, the implementation of the ER process in Xreading was more dominated than the EL process. Even though EL also helped students to learn the pronunciation of words. But, the students did not implement principles of EL optimally. Consequently, ER in Xreading was suitable for the 1st semester students’ English learning approach, but EL in Xreading was not suitable for the 1st semester students’ English learning approach. During the ER and EL process in Xreading, students preferred reading to listening to the material.
THE USE OF CODED FEEDBACK TO ENHANCE THE LEARNERS’ AWARENESS AND ACCURACY IN EFL WRITING Eko Windu Prasetya
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 2, No 2 (2019): Oktober
Publisher : Universitas Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1224.703 KB) | DOI: 10.36448/bl.v1i2.1785

Abstract

To many scholars, error correction plays a significant role in improving learners’ accuracy in language learning especially in EFL writing, which is grammatically demanding. In terms of teachers’ roles in giving correction, the popular misunderstanding overemphasizes teachers’ responsibility in carrying out the task while ignoring learners’ roles in the process of error correction. Accordingly, this paper aims to signify the advantages of coded feedback in relation to the development of EFL learners’ writing skill. Notwithstanding coded feedback’s requiring learners’ autonomy during the error correction process, the method offers a challenging and stimulating way of error correction in writing. This paper will cover the characteristics of coded feedback and its benefits towards the learners’ writing skill development.
Co-Authors Ayu Rini Tri Utari Helta Anggia Yanuarius Yanu Dharmawan Yulan Puspita Rini