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All Journal Indonesian Journal of Educational Research (IJER) English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE PROJECT (Professional Journal of English Education) Jurnal Pengabdian Kepada Masyarakat Ungu ( Abdi Ke Ungu)
Mulati, Dyah Fitri
Universitas Aisyah Pringsewu
Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences

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Do students need teacher written corrective feedback? A Case Study at Secondary School Mulati, Dyah Fitri
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This study was designed as a case study surveying thirteen students from secondary school as the research participants. The purpose of this current study is to explore ESL students‟ views toward the existence and the need of teacher written corrective feedback on their writing class. An openended questionnaire comprised seven questions adapted from Diab (2005) was employed to gather the data. The finding denotes that the participants have positive views toward written corrective feedback on their writing class even though some researchers, led by Truscott in 1996, believe that written corrective feedback is even harmful for the students. This result points to several pedagogical implications that would be discussed on the paper.
Do students need teacher written corrective feedback? A Case Study at Secondary School Dyah Fitri Mulati
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (967.599 KB)

Abstract

This study was designed as a case study surveying thirteen students from secondary school as the research participants. The purpose of this current study is to explore ESL students‟ views toward the existence and the need of teacher written corrective feedback on their writing class. An openended questionnaire comprised seven questions adapted from Diab (2005) was employed to gather the data. The finding denotes that the participants have positive views toward written corrective feedback on their writing class even though some researchers, led by Truscott in 1996, believe that written corrective feedback is even harmful for the students. This result points to several pedagogical implications that would be discussed on the paper.
THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 1: February 2020
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.376 KB) | DOI: 10.33369/joall.v5i1.7644

Abstract

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.
The Teacher Written Corrective Feedback Practices in EFL Writing Classroom Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
IJER (Indonesian Journal of Educational Research) Vol. 3 No. 2 (2018)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.671 KB) | DOI: 10.30631/ijer.v3i2.62

Abstract

[Understanding Teacher Written Corrective Feedback Practices in EFL Writing Classroom] Feedback is widely applied as the scaffolding learning techniques in the field of second and foreign language writing. This significance has also been recognised as a form of the students’ improving control over composing skills key element that is acknowledged as the process-based classroom. However, there is less published literature about how secondary teacher in EFL context responds to the students’ writing. Further, little is known about why teachers respond the writing in the ways they do, and the factors behind the current feedback practices. Therefore, this study addressee the tensions in the written corrective feedback type and strategy applied at a secondary school involving a teacher as its participant. It was designed as a case study aiming at (1) examining the actual feedback practice and its reason, (2) describing factors that shape teacher’s current practice in providing written corrective feedback. The data were gathered by document analysis and using interview adapted from Lee (2009) consisting of five items related to the actual practices in written corrective feedback type and strategy, followed by factors that shape those practices. The findings showed that teacher was favoured to use indirect, uncoded, hints and selective written corrective feedback. In addition, two factors were found taking the responsibility of those current practices.
IMPLEMENTASI GAME BASED LEARNING PADA KELAS ENGLISH IMPROVEMENT Arif Alexander Bastian; Dyah Fitri Mulati; Eka Pratiwi Yunianti; Garda Arif Wicaksono; Defy Gustianing; Septika Ariyanti
Jurnal Pengabdian Kepada Masyarakat Ungu( ABDI KE UNGU) Vol. 5 No. 1 (2023): Jurnal Pengabdian Kepada Masyarakat Ungu ( ABDI KE UNGU)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/abdi.v5i1.1041

Abstract

Berbicara (Speaking) merupakan salah satu keterampilan Bahasa inggris yang paling penting bagi dosen-dosen di lingkungan Universitas Aisyah Pringsewu oleh sebab itu Tim Pengabdian masyarakat menyelenggarakan English Improvement sehingga dosen di Universitas Aisyah Pringsewu sehingga dapat membantu meningkatkan kemampuan berbicara bahasa inggris. Dengan menggunakan Game Based Learning di gunakan pada saat sesi latihan. Metode yang digunakan dalam kegiatan pengabdian masyarakat yaitu metode demonstrasi. Hasil Implementasi Game Based Learning pada kelas English Improvement yaitu peserta English Improvement meningkatnya kemampuan peserta untuk berbicara Bahasa Inggris dan meningkatnya percaya diri serta meningkatnya motivasi untuk belajar Bahasa Inggris hal ini disebabkan didalam pembelajaran tim pengmas menggunakan Game Based Learning di dalam kelas.
PORTRAYING STUDENTS’ SPEAKING FOREIGN LANGUAGE ANXIETY LEVEL DURING THE ONLINE LEARNING AND REVEALING THE USE OF PAIR GROUP WORK STRATEGY TO DECREASE THE STUDENTS’ SPEAKING FOREIGN LANGUAGE ANXIETY IN OFFLINE LEARNING Eka Pratiwi Yunianti; Arif Alexander Bastian; Dyah Fitri Mulati; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p605-613

Abstract

The goals of the current study were to describe the students' degree of speaking anxiety while learning a foreign language online and to demonstrate how pair group work was used to reduce speaking anxiety when learning a language offline. 28 students from Universitas Aisyah Pringsewu were among the participants in this study. This study used a descriptive qualitative research approach. A speaking foreign language anxiety questionnaire that was adapted from Ozturk was used to gather the data (2014). The survey form used a 5-graded likert scale, and the data were analyzed by categorizing the findings in accordance with guidelines adapted from Ozturk's range levels (2014). The majority of students had moderate levels of speaking anxiety, and there were also a small number of students with high levels of speaking anxiety, according to the results of a pre- and post-test. However, after using a pair-group work strategy, no students were found to have high levels of speaking anxiety. In light of this, it can be said that the pair-group work technique has a positive effect on the students' anxiety related to speaking a foreign language. Keywords:  Foreign Language Speaking Anxiety; Pair Group Work Strategy; Online and Offline Learning
THE DRILL TECHNIQUE IN SPEAKING CLASS FOR THE STUDENTS’ ENGAGEMENT Arif Alexander Bastian; Eka Pratiwi Yunianti; Dyah Fitri Mulati; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p614-618

Abstract

This study sought to determine two things: I if speaking proficiency among students increased statistically significantly after they were taught using drill tactics, and (ii) the degree to which drill techniques were used to engage the students in speaking class. The pre-test, post-test, and observation all yielded data. The outcome revealed a statistically significant improvement in pupils' speaking abilities. The gain score was 14.06 and the significant level was (0.000.05), and the mean score improved from 58.00 on the pre-test to 72.06 on the post-test. The observation's findings revealed that the majority of pupils (79,02%) were actively participating in speaking class. This implies that even while drills encouraged students to speak out loud, they could only partially raise their level of pronunciation proficiency. Keywords:  Drill Technique; Speaking; Teaching Speaking 
TEACHER WRITTEN-CORRECTIVE FEEDBACK: A CASE STUDY IN EFL WRITING CLASSROOM Dyah Fitri Mulati; Faricha Rizqi; Eka Pratiwi Yunianti; Arif Alexander Bastian; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p619-626

Abstract

Feedback is commonly implemented as the scaffolding learning technique in second and foreign language writing. The importance of this has also been acknowledged as a way for students to manage their writing abilities better, which is a crucial component of the process-based learning environment. However, the published literature on secondary teachers' responses to students' writing in an EFL context is less extensive. Furthermore, limited is known about the causes of the current feedback practices and the reasons behind the teacher’s reactions to student writing. As a result, this study, which includes a teacher as a participant, investigates the application of written-corrective feedback in secondary school. This study was a case study aimed at (1) examining written-corrective feedback practice the teacher provides and (2) outlining the factors that influence teacher's practices of giving written-corrective feedback. The data were garnered by a document analysis and interviews adapted from Lee (2009) comprising five items associated with the practices in implementing written-corrective feedback type and strategy, respected by variables that form those practices. The results demonstrated that teachers preferred to use uncoded, indirect, hints, and selective written-corrective feedback. Additionally, it was discovered that those practices were primarily affected by personal experience and improvement in her practice. Keywords:  Written-Corrective Feedback; Practices; Factors; EFL Context
Co-Authors Arif Alexander Bastian Arif Alexander Bastian Defy Gustianing Eka Pratiwi Yunianti Eka Pratiwi Yunianti Faricha Rizqi Garda Arif Wicaksono Joko Nurkamto Joko Nurkamto Nur Arifah Drajati Nur Arifah Drajati Septika Ariyanti -