Article Per Year (5 Year)
p-Index From 2019 - 2024
2.696
P-Index
This Author published in this journals
All Journal Jurnal Konseling dan Pendidikan EDUCAFL : E-Journal of Education of English as a Foreign Language EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Journal of English for Academic and Specific Purposes Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pendidikan dan Konseling International Journal of English Education and Linguistics (IJoEEL) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Lingua Susastra Journal of English Language and Education Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat JELL (Journal of English Language Learning
Peptia Asrining Tyas
English Language Education Program, Faculty Of Cultural Studies, Universitas Brawijaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
The Use of Portfolio Assessment in Process-Based Academic Essay Writing Instruction Tyas, Peptia Asrining
EDUCAFL : E-Journal of Education of English as a Foreign Language Vol 1, No 1 (2012)
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (21.283 KB)

Abstract

Although the concept of process-based approach in writing instruction in the teaching of EFL becomes popular in the recent years, many English teachers still used conventional method in teaching writing that only concern about the final product with perfect grammar and vocabulary. Thus, many educators suggested the use of a process based approach in teaching writing which is consists of various activities, namely prewriting, drafting, responding, revising, editing, assessing, post-writing, and reflection. Those activities can give students opportunities to improve their writing composition, perhaps motivate them to be a better writer, and of course train them to have critical thinking in order to make optimal interaction of teacherstudent and among students. Keywords: writing process-based approach, portfolio assessment, and process-product assessments.
Indonesian EFL students’ voice on the first language usage in classroom Binti Muifatun Nazilah; Peptia Asrining Tyas; Wiwik Umiyati
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 2 (2021): December, 2021
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v6i2.6701

Abstract

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian languge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701
Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class Peptia Asrining Tyas
JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i1.379

Abstract

This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.
Kinesthetic Learning Style Preferences: A Survey of Indonesian EFL Learners by Gender Peptia Asrining Tyas; Mega Safitri
JEES (Journal of English Educators Society) Vol 2 No 1 (2017): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v2i1.688

Abstract

This study investigated predominant learning style of 3rd semester students of English Language Education Program in Faculty of Cultural Studies at Universitas Brawijaya according to gender. Purposive sampling was used for this research and the sampling in this research was 100 students consist of 34 male students and 66 female students taken from 3rd semester English Department students of Faculty of Cultural Studies at Universitas Brawijaya. All participants were administered an Indonesian translated version of Reid’s (1984) Perceptual Learning Style Preference Questionnaire consisting of Visual, Auditory, Kinesthetic, Tactile, Group, and Individual, included 30 items. This study used quantitative survey design and Microsoft Excel 2007 as the analysis software. The validity and the reliability of this research were calculated by SPSS v.21. The result indicated that predominant male’s learning style was Kinesthetic and estimated by 14 male students (41%) while female students become Kinesthetic and Group and estimated the same percentage, 21 students (332%) for Kinesthetic and 21 (32%) students for Group. The result of the study also shows that both male and female tend to be Kinesthetic. It is suggested that to the English department to adjust the academic activities with the learning styles to enhance educational achievement and encouraging students take responsibility in their whole learning.
An Analysis of English Textbook Entitled "Bahasa Inggris SMA/MA SMK/MAK Kelas X" Peptia Asrining Tyas; Mega Safitri
JEES (Journal of English Educators Society) Vol 4 No 1 (2019): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v4i1.1777

Abstract

A textbook plays an important factor in teaching and learning processes. Thus, this study attempted to analyze an English textbook entitled Bahasa Inggris Bahasa Inggris SMA/MA SMK/MAK Kelas X which is used by almost teachers in secondary level education. This study used qualitative study by using Biocchi’s (2000) coursebook evaluation and interview which was adopted open-ended questions from Biocchi’s (2000) coursebook evaluation. The analysis encircled the contents, grammar, levels of the material, kind of the materials, and the methodology used in the textbook. The results revealed that this textbook was well designed and encouraged students’ autonomy to learn and use the language. Besides, this textbook achieved Biocchi’s (2000) coursebook evaluation (contents, grammar focus, level, material, and methodology) well. Although this book is good enough, there is a weakness; it is not provided by CD for listening activity, so the teachers have to find and create their own audio.
Students’ Predominant Learning Style in EFL Writing Class Faiz Hisyam Akbar; Peptia Asrining Tyas
EDUCAFL : Journal of Education of English as Foreign Language Vol 5, No 1 (2022): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2022.005.01.04

Abstract

Many studies had examined writing strategies in ESL context. However, very few studies examined writing strategies by university students within foreign language learning contexts in Indonesia. Considering that reason, the researcher conducts a survey in EFL context focusing on writing strategies mostly used by 126 students enrolled in essay writing class. This study was conducted by using quantitative method, survey design, and English Writing Strategies Inventory (EWSI) questionnaire as the instruments. The result of this study shows that the predominant learning style of the students are determining the purpose and reading some materials related to the topic before start to write, checking the logical flow through paragraph when writing, and reviewing the writing to look for and correct grammatical errors after writing. It also found that the tendency of students to use EWSI is categorized as high since the frequency of strategy use in each category is high.
Pre-Service and In-Service Teachers’ Perceptions on the Use of English Children’s Songs Khurin In Khumairo; Dian Inayati; Peptia Asrining Tyas
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2720

Abstract

English children’s songs have been commonly used to teach English to young learners. Despite its popularity, few studies focus on its limitation. This study aims to explore pre-service and in-service teachers’ perceptions on the use of English Children’s songs to teach English to young learners. This study employed a qualitative descriptive method by involving two pre-service teachers, two in-service teachers, and four students. Data were collected through pre-service and in-service teachers’ interviews, students’ interviews, and classroom observation. The findings showed that English children’s songs offer numerous benefits for young learners in learning English. However, there were technical limitations such as the lack of internet connection and school facilities and non-technical limitations such as picking the right song for the students and providing various songs to prevent students’ boredom that faced by the pre-service and in-service teachers in using English children’s songs in the classroom. To overcome those limitations, pre-service and in-service teachers brought their laptops and speakers to play songs to students and downloaded songs to be played first. They were also very selective in choosing which songs the students could memorize easily and provided various songs.
TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT Jihan aisah kirahla; Peptia Asrining tyas
Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i1.9073

Abstract

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk
The Correlation Between Undergraduate-Students’ Reading Interest and Their Reading Comprehension Dewi Fatima Nur Alfatihah; Peptia Asrining Tyas
Journal of Languages and Language Teaching Vol 10, No 3 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5460

Abstract

Reading interest is one aspect of encouraging the reading comprehension process. However, the level of reading interest in Indonesia is still low. In this situation, as an academic component, undergraduate-students also have an obligation to read. This is driven by the academic life of lectures which require students to have reading comprehension skills. Because of these two circumstances, the reason for this study was to investigatethe correlation of students' reading interest and reading comprehension in higher education levels. This study was conducted through a quantitative approach and correlation study as the method. The population of this research is about 140 students of EFL semester four who are active in the English language education study program of Universitas Brawijaya. By using a simple random sampling technique, there were 41 students from the 4th semester involved as participants in this research. This study was conducted by distributing questionnaires to students who were respondents and reading comprehension tests, after which they were input and analyzed through the SPSS program. The finding of this study showed that the significant value was .022 smaller than 0.05 (.022 < 0.05) which means that there was a correlation between interest and reading comprehension, with a Pearson product moment (r-value) of .356, which indicates a weak positive correlation. Therefore, it can be concluded that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that there is a significant correlation between reading interest and reading comprehension.
STUDENTS’ PERCEPTION USING VIDEO CONFERENCING PLATFORM IN LEARNING ENGLISH DURING ONLINE LEARNING Hanas Ulfah Safitri; Peptia Asrining Tyas
Journal of English Language Learning Vol. 6 No. 2 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i2.3438

Abstract

Video conferencing is one of the most common technology platforms for emergency online learning during the Covid-19 outbreak. Therefore, this study investigates students' perceptions of video conferencing for online English learning and video conferencing platforms as a media technology. This study involved 103 students in the second, fourth, and sixth semesters of the English Language Education Program at Universitas Brawijaya in 2021/2022 who used a video conferencing platform to study English online. In this study, a quantitative approach involving survey research was applied. A closed-ended questionnaire was used to collect the data, and descriptive statistics were used to analyze the results. The data were collected using a 19-question divided into two categories: (1) students' perceptions of using video conferencing in learning English during online learning and (2) students' perceptions of video conferencing platforms as a media technology. The findings indicate that video conferencing facilitates English learning during online education, and the solutions can help students improve their English language skills. In addition, the majority of students responded positively to the use of video conferencing during online learning in learning English.
Co-Authors Arinaa Sabilah Ghozali Binti Muifatun Nazilah Devinta Puspita Ratri Dewi Fatima Nur Alfatihah Dian Inayati Faiz Hisyam Akbar Femi Eka Rahmawati Fikra Raushani Khittahira Hanas Ulfah Safitri Ika Puspitasari Jihan aisah kirahla Khurin In Khumairo Lydia Kusumahwati Mega Safitri Mega Safitri Mega Safitri Ni Made Kesi Sasmita Shalahudin Ayyub Silsilya Wahyu Nurya Tarisa Olivia Putri Widya Caterine Perdhani Widya Caterine Perdhani Wiwik Umiyati