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All Journal E-Journal of Linguistics Nusa: Jurnal Ilmu Bahasa dan Sastra Diglossia EDUPY Erudio: Journal of Educational Innovation IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Edcomtech Jurnal Kajian Teknologi Pendidikan Journal Of English Language and Education NOBEL: Journal of Literature and Language Teaching Jurnal Abadimas Adi Buana JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JOURNEY : Journal of English Language and Pedagogy KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) JOLLT Journal of Languages and Language Teaching Journal of English Language Teaching and English Linguistics
Degeng, Putu Dian Danayanti
English Language Education Study Program, Faculty Of Cultural Studies, Universitas Brawijaya, Indonesia
Arts Humanities Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : JOURNEY : Journal of English Language and Pedagogy

 1 
The Perspectives of EFL Students on the Technological Pedagogical Content Knowledge (TPACK) of Their Teachers Putri Ika Ayundha Ningtyas; Sahiruddin Sahiruddin; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol 6 No 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.2498

Abstract

The objective of this current research was examining EFL students' point of views on their teachers' TPACK (technological pedagogical content knowledge). A growing body of research had been conducted to investigate instructors' TPACK. However, few research have addressed the evaluation of TPACK from the perspective of EFL students. The students’ view offers a relatively objective perspective of instructors' TPACK to provide valuable feedback for further evaluation on their classroom practice. A survey method was employed by administered a TPACK student-based questionnaire adapted from Tseng (2014). The respondents were English education department students who had experience studying with technology, especially e-learning in the midst of pandemic. The findings showed that EFL students typically thought their teachers were knowledgeable about certain aspects of TPACK. Nevertheless, it was discovered that CK instructors were regarded as the greatest aspect of TPACK, whereas TK domain was thought to be the least important aspect. The results suggested that EFL teachers may need further TPACK training to attain the competency needed to properly incorporate technology more successfully in English lessons.
The Use of Peer Feedback as the Social Affective Strategy to Improve Skills in Writing Analytical Exposition Text Siti Nabilla Indah Tita Okvianti; Wahyu Diny Sujannah; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol 6 No 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.2564

Abstract

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.
Co-Authors Agus Gozali Brigita Griska Putri Devi Kurniasari Riyadi Dian Novita Dewi Eleazar Evan Moeljono Esti Junining Frida Unsiah Frida Unsiah Galuh Indah Asri Galuh Indah Asri Hafidhah Khansa Asih HAMAMAH, M.Pd. Hilda Fauziyah Irene Nany Kusumawardani Irene Nany Kusumawardani Irene Nany Kusumawardani Ismatul Khasanah Ive Emaliana Kusumawardani, Irene Nany Laode Darmin M. Yunal Sholahudz Dzihni Moh. Hasbullah Isnaini Moh. Hasbullah Isnaini Nelly Mustapidaturrohmah Nurul Amalia Putri Ika Ayundha Ningtyas Putri Rafa Salihah Sahiruddin Sahiruddin Sahiruddin Sahiruddin Siti Nabilla Indah Tita Okvianti Unsiah, Frida Wahyu Diny Sujannah Widya Caterina Perdhani Yanik Lailinas Sakinah Yulia Hapsari