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All Journal Celt: A Journal of Culture, English Language Teaching & Literature Seri Kajian Ilmiah ETERNAL: English Teaching Journal
Emilia Ninik Aydawati
English Department, Faculty Of Language & Arts, Soegijapranata Catholic University, Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media

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Journal : Celt: A Journal of Culture, English Language Teaching

 1 
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

Abstract

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.
SOME CONSIDERATIONS IN ORAL TEST Emilia Ninik Aydawati
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

Abstract

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

Abstract

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.
Co-Authors Anton Suratno Dwi Anggani Linggar Bharati Dwi Rukmini Hadiyono Venatius, Hadiyono Iis Sujarwati Nurhayati, Bernadeta Resti Sri Wuli Fitriati Suranto Suranto