Emilia Ninik Aydawati
English Department, Faculty Of Language & Arts, Soegijapranata Catholic University, Semarang

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Seri Kajian Ilmiah Vol 15, No 2 (2014)
Publisher : Seri Kajian Ilmiah

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A home is a place where every member gets protection. However, a home sometimes can be a source of suffering due to the acts of domestic violence. The enactment of Law No. 23 of 2004 on Abolition of Domestic V54+-iolence does not automatically lead to the rate decrease of domestic violence because many victims have no courage to bring the case as a legal matter. Actually the Act on Abolition of Domestic Violence provides severe penalties for the perpetrators, but in practice the imposed penalties for the perpetrators are often more lenient than the penalty suggested by the Act. This research is qualitative. The secondary data were taken from legal court verdicts. To complete the data, interviews were conducted to the judges making the verdicts in order to understand the considerations in deciding the penalities about domestic violence cases. The conclusion of this study is the fact that penalties imposed by the judges tend to be lower than the prosecutor’s demand. Besides, the trial process is more dominated by physical violence acts than the other three violences. In making their decision, the judges merely base on the Act on Elimination of Domestic Violence. For the cases involving children as the victims the judges also base their decisions on the Act on Child Protection. Seeing that the view from women’s interest appears to be a mainstream, the judges have to be extra careful in handling domestic violence cases in order to impose appropriate criminal penalties, that meet the principles of justice, expediency and legal certainty
The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles Emilia Ninik Aydawati; Dwi Rukmini; Dwi Anggani Linggar Bharati; Sri Wuli Fitriati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.971 KB) | DOI: 10.24167/celt.v18i2.1246


Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.
Celt: A Journal of Culture, English Language Teaching & Literature Vol 3, No 1: July 2003
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v3i1.1083


Most English teachers usually conduct oral tests based on their intuition. They do not use any theoretical basis in scoring. In some English courses, even though there is a routine meeting to discuss material, method and other things, which relate to learning teaching activities, they do not pay much attention in discllssing scoring system. So far teachers give score on learners 'oral proficiency or achievement based on the notes they may make during the interview or just based on their general impression without tryillg to analyse some dW'erent aspects of the learners' speaking ability. Perhaps they neglect to make a scoring guide because it is 1I0t easy alld it takes time. Oral test can often be more difficult to design, administer and mark. It is sometimes felt that giving someone all oral interview is a quick and painless way of assessing that persoll:~ oral proficiency. Actually a speaking test is a repeatable procedure to measure speaking ability that requires the learner to speak, or to produce utterances and he/she is assessed 011 the basis of his/ her utterances. III order to measure his/her speaking ability, teachers may use some speaking prompts, such as picture, topic or photograph but they do 1I0t use any scoring guide in their marking process. Since Oral test has got only less attention than other skills, this paper is directed to show some considerations in oral test: steps in developing oral test, type of oral test and its marking system, including validity alld reliability.
Exploring Students Perception and ICT Use in Indonesian High Schools Anton Suratno; Emilia Ninik Aydawati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.933 KB) | DOI: 10.24167/celt.v16i2.735


The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a) their ICT gadgets perceived ownership; (b) their day-to-day outside and in-school use and; (c) their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.
ETERNAL (English Teaching Journal) Vol 13, No 1 (2022): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v13i1.10895


This current study purposes to investigate the types of appraisals used in the article entitled woman make ‘kebaya’ a fashion mission posted in the Jakarta Post newspaper.. The article was analyzed based on an attitude framework consisting of appreciation, affect, judgment, and amplification based on Eggins & Slade’s theory and Martin & Slade’s theory.  The data were analyzed in a qualitative approach. The finding shows that there are 34 lexical items of four types of attitudinal appraisal found in the article. The most occurred type of appraisal used is judgment. It takes almost half of the total number (47%) of lexical items found. Furthermore, this category consists of 10 lexical items that belong to social esteem and 5 lexical items of negative social sanction. It means that the writer's kebaya is more positively judged than a negative one.