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Imas Wahyu Agustina
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Stairs: English Language Education Journal
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 28078594     DOI : https://doi.org/10.21009/stairs
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 45 Documents
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EFL Students’ Perception on Translation Effects Toward Their L1 and L2 Empowerment: Reestablishing the Use of Translation in FL Teaching Sudarya Permana
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.1

Abstract

This paper aims to discuss EFL students’ perception on translation effects toward their L1 and L2 empowerment. The data were taken from fifty-two students who had passed the course of translation, both L1 to L2 and L2 to L1. To gain the data, a researcher-developed questionnaire was distributed to find out students’ perception, consisting of a closed-ended and an open-ended questionnaire. From the statistical findings, it was revealed that in terms of the four main language skills, namely reading, listening, speaking, and writing, students perceived that translation was able to empower their L1 and L2 reading, listening, and writing, but with little contribution to their L1 and L2 speaking. In addition to these three language skills, the translation course was also able to empower students in the L1 and L2 grammar and vocabulary mastery.
Teachers Solutions to English Teaching and Learning Problems at Senior High Schools, An Analysis of Teachers Classroom Action Research Reports Ellis Tamela; Ratna Dewanti
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.2

Abstract

This study was conducted to investigate the solutions to English teaching and learning problems at senior high schools in teachers classroom action research reports. The methodology of this study was a content analysis of the problems and solutions in teachers classroom action research reports. The data were the problems and teachers solutions in the English teaching and learning at senior high school in teachers classroom action research reports. The data sources were thirtyone reports of listening, speaking, reading, writing, and lexicogrammar. This study found that the teachers utilized various technique or method to solve the problems in four skills and lexicogrammar (such as, quartet cards, jigsaw, a series of pictures, etc.), even though they had similar problems. There were two solutions in listening problems, eleven solutions in speaking problems, eight solutions in reading problems, six solutions in writing problems, and one solution in lexicogrammar problem. Furthermore, there were reports which had different problems similar solutions (the use of quartet cards in speaking), and similar problems similar solutions (the use of jigsaw in reading and the use of series of pictures in writing).
Guided Peer Review to Improve Students’ Essay Writing Competence: A Classroom Action Research Imas Wahyu Agustina
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.3

Abstract

Feedback in oral as well as written form from both teachers and peers is commonly practiced in language learning at all levels. However, there are a limited number of researches referring to the effect of peer feedback on essay writing competence. Peer feedback can promote independent learning, yet, it may raise questions on its reliability. This study tries to reveal whether guided peer review gives any significant improvement on young adults' essay writing performance on their achievement test. Eight students of the One Year English Program at LIA Pramuka were involved in several sessions of essay writing activities, followed by peer correcting sessions guided by peer review checklist, and revising sessions. Pre-test and post-test were used to determine the improvement on such aspects of essay writing as organization, content, grammar, and vocabulary. It was found that most participants became more aware of how to write a well-organized and comprehensive essay although few still cannot perform well at the post-test. In contrast, this study revealed that peer checking cannot significantly help the students write well-structured sentences and choose appropriate diction. Since this study involves a small number of students, further research engaging more students and in more varied levels are encouraged.
Teaching and Learning Process of English Speaking Skills at SMKN 27 Jakarta Pusat Majoring in Tourism – A Case Study Mia Utami Putri; Ratna Dewanti
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.4

Abstract

Students of tourism vocational schools require mastering speaking skills in English to be able to handle guests from various backgrounds. Yet, the preliminary research showed that 60% of students in SMKN 27 Jakarta Pusat could not speak English fluently. This study aimed at describing the design, teachers' plan, teaching methods, materials, teachers' role, and students' role, and assessment techniques of English speaking teaching and learning. This study used a case study with observation and interview as the research technique. The findings of this study showed that the syllabus design used in SMKN 27 was a functional-based syllabus that was suitable for the vocational high school students. The teaching methods used in teaching and learning were the Direct Method and Audiolingual Method. The materials used by the teachers in teaching and learning process were videos and an English coursebook in most of the observations' meetings. Teachers acted as a prompter and a feedback provider, helped the students when they found any difficulties in expressing themselves using the target language and gave feedback directly. The assessment techniques used were summative and formative assessment and the teachers used mid-term test and final-term test as the assessment techniques.
Students’ Performance in Writing English Exposition Text of the Eleventh Graders of SMAN 13 Jakarta Katarina Kriheni Wijayanti; Sudarya Permana
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.5

Abstract

This article analyzed the understanding of eleventh graders' students at SMAN 13 Jakarta regarding the exposition text. The purpose of this paper was to find out to what extent the comprehension of eleventh graders of students of exposition text through the levels in the Blake Education rubric. The analysis table developed by Blake Education (1998) was used for the essay text analysis process. From the four main indicators studied, the results of this study indicated that (1) the average student was already at level 2, which could be categorized as an understanding of the exposition text; (2) although the average in both the Natural Sciences Program and Social Sciences Program was at level 2, the data showed that the students of Natural Science Program understood the exposition text better than the students of Social Science Program did. This paper also provided evidence regarding the difficulties of students in writing exposition texts. These findings showed that the ability of students to write exposition texts was in the middle or average level.
The Representation of Values of Mutual Cooperation as A Part of Character Education in An English Textbook Bisma Yudha Mandala; Hanip Pujiati
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.1

Abstract

This study aims to analyze all of the written expressions that represent values of mutual cooperation in the English textbook entitled “English in Mind Second Edition (Student’s Book Starter) Special Edition used for seventh graders in Al-Azhar Islamic Junior High Schools in Indonesia and to provide a description regarding to what extent the values of mutual cooperation are encouraged in the textbook. In data collection, content analysis approach was applied following the indicators of values of mutual cooperation from Kemendikbud and other sources. The findings show that (1) 172 expressions are considered having the values of mutual cooperation from six different kinds of values of mutual cooperation, and the most among others is the values of tolerance with the amount of 25% of the total expressions, (2) each of the six different kinds of values of mutual cooperation has different characteristics indicated by keywords, and (3) to some extent, the values of mutual cooperation play a major part that they exist in every section of the materials in the textbook, especially the values of tolerance, and that similar keywords encouraging values of mutual cooperation occur in every section of the textbook.
The Representation of ICT Competencies in English Language Reading Skill Modules for Open University Jody Furqon Sanjaya; Sri Sumarni
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.2

Abstract

The current global and national issues require students to upgrade their level of ICT competencies in this 21st century. To meet the new standard, there is a need to upgrade the development of the learning materials. Therefore, this study is aimed to portray the ICT competencies covered in the reading skill modules as a concern in addressing the issue of ICT competencies development in education. The qualitative content analysis is used as the method of this study. The main source of data is reading skills modules which are taken from four reading courses (Reading I, II, III, and IV) in Open University English Education Study Program. The results of this study show that 90 representations of ICT competencies are found and mostly represented in the form of Hypermedia, followed by Hyperlink, Multimedia (graphs, tables, and diagrams) and Communication Media (e-mail). The analysis of the table of ISTE NETS (2016) shows that Knowledge Constructor is the most dominant standard (74%), followed by Computational Thinker (16%), and Creative Communicator (10%).
The Analysis of Conversational Implicature in an Extensive Listening of BBC Learning English Podcast Retno Dwiwulandari; Ratna Dewanti
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.3

Abstract

Using qualitative content analysis, this study attempts to investigate the occurrence of conversational implicature in an extensive listening of BBC Learning English Podcast. This study was conducted to find out how conversational implicature is employed by the speakers, including the types and functions of the implicature. Following Grice’s theory of conversational implicature and cooperative principle, this study revealed that out of 200 samples taken, the implicature occurred in 104 utterances which were generated through flouting and violation with Particularized Conversational Implicature (PCI) dominating the exchange rather than Generalized Conversational Implicature (GCI). As for the function of implicature produced, the researcher utilized Searle’s theory of Speech Act which comprises Assertive, Commissive, Declarative, Directive, and Expressive. The result showed that Assertive function dominates the utterance produced, meanwhile Declarative function was absent. The findings and result of this study is expected to be able to give some instances to the learners of English to the theory of conversational implicature, so that they will learn to avoid misunderstanding during the conversation itself. It is also expected to give contribution to the field of pragmatics, since, to the researcher’s knowledge, the study of conversational implicature on the same media is still scarcely conducted.
The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans Muhammad Fadil Radifan; Ratna Dewanti
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.4

Abstract

This study aims at describing how the 4C skills are incorporated in senior high school English teachers’ lesson plans and investigating the lesson plan components in which those skills are incorporated. The data for this qualitative study were collected through content analyses on ten lesson plans by three senior high school teachers in Jakarta. The study found that all lesson plans that were analyzed have incorporated all of the four 4C skills, which consist of creativity and innovation, critical thinking and problem solving, communication, and collaboration. Among all indicators of the 4C skills’ incorporation, some were found to be incorporated in all lesson plans regardless of their topics, while others were more dominantly incorporated in lesson plans that discuss certain topic categories. The findings of the study also showed that most 4C skills were incorporated in the same four categories of lesson plan components: learning steps, assessment, learning methods, and indicators of competence achievement. An exception to this is the collaboration skill, which was not incorporated in components involving indicators of competence achievement. These findings are expected to aid teachers in specifying 4C skill aspects to incorporate in their lesson plans and the components to incorporate those aspects into.
The Incorporation of High Order Thinking Skills in Exercises of the Eleventh Graders English Textbook Jihan Fakhira; Ifan Iskandar
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.5

Abstract

This study was qualitative research using content analysis that aimed to investigate to what extent high order thinking skills (HOTS) are incorporated in the reading exercises of English textbook for 11th graders and to describe how HOTS are incorporated in the reading exercises. This study used Bloom’s Revised Taxonomy (BRT) table and the table of description was used to examine 107 essay reading exercises that come after every reading passage in a textbook published by the Ministry of Education and Culture of Indonesia. The findings showed that (1) the HOTS in the reading questions were available in 50 questions (46,7%) while the LOTS were in 57 questions (53,3%). (2) The HOTS questions required students to analyze the storyline from the reading passage, to argue their opinion or judge if they liked the reading text, to assess their own knowledge as their awareness were raised or changed toward the topic, and the last to create a new ending of the story. The findings of this research are expected to be the references for teachers to check the incorporation of HOTS in the exercises before they give to the students.

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