Pub Date : 2023-07-27DOI: 10.15408/ijee.v10i1.25134
Dedi Kurniawan, Hariswan Putera Jaya, A. Wijaya
ABSTRACTOnline peer feedback has become common in university writing classrooms due to the availability of computer technology. This study aimed to explore EFL learners' experiences engaged in online peer feedback on writing through cloud collaboration. This study was an extension activity of the paragraph writing class for two weeks, in which ten participants voluntarily took part in it and were monitored by two instructors. The peer feedback exchanges, text revisions, and comments from interviews were qualitatively analyzed, and the emerging patterns of interaction were quantified. The results showed that the involvement of the participants in online peer feedback via cloud collaboration facility enabled students to detect and comprehend numerous writing problems, as well as revise and improve their work; both revision and non-revision-oriented feedbacks are part of the overall online textual interaction and communication that can be used to help them develop their second language; and the students also expressed different perspectives about whether they appreciated or disliked their online peer feedback experience. This study also provided some implications and recommendations for further research.ABSTRAKUmpan balik teman sebaya secara online telah menjadi hal yang umum di ruang kelas menulis di universitas sebagai hasil dari ketersediaan teknologi komputer. Penelitian ini bertujuan untuk mengeksplorasi pengalaman pelajar EFL yang terlibat dalam umpan balik teman sebaya secara online dalam menulis melalui kolaborasi cloud. Penelitian ini merupakan kegiatan perpanjangan dari kelas menulis paragraf selama dua minggu yang diikuti oleh sepuluh peserta secara sukarela, dan dipantau oleh dua orang instruktur. Pertukaran umpan balik dari teman sebaya, revisi teks, dan komentar dari wawancara dianalisis secara kualitatif dan pola interaksi yang muncul dikuantifikasi. Hasil penelitian menunjukkan bahwa keterlibatan para peserta dalam umpan balik teman sebaya secara online melalui fasilitas kolaborasi cloud memungkinkan siswa untuk mendeteksi dan memahami berbagai masalah dalam menulis, serta merevisi dan memperbaiki pekerjaan mereka; umpan balik yang berorientasi pada revisi dan non-revisi merupakan bagian dari keseluruhan interaksi dan komunikasi tekstual online yang dapat digunakan untuk membantu mereka mengembangkan bahasa kedua mereka; serta perspektif individu yang berbeda mengenai apakah mereka menyukai atau tidak menyukai pengalaman umpan balik teman sebaya secara online. Penelitian ini juga memberikan beberapa implikasi dan rekomendasi untuk penelitian lebih lanjut.How to Cite: Kurniawan, D., Jaya, H.P., Wijaya, A. (2023). EFL Learners' Experiences of Peer Feedback in Paragraph Writing Through Cloud Collaboration. IJEE (Indonesian Journal of English Education), 10(1), 37-62. doi:10.15408/ijee.v10i1.25134
摘要由于计算机技术的普及，在线同伴反馈在大学写作课堂中变得越来越普遍。本研究旨在探讨英语学习者通过云协作参与在线同伴写作反馈的体验。本研究是为期两周的段落写作课的延伸活动，共有10名参与者自愿参加，由2名教师监督。对同行反馈交流、文本修订和访谈评论进行定性分析，并对新出现的互动模式进行量化。结果表明，参与者通过云协作设施参与在线同伴反馈，使学生能够发现和理解许多写作问题，并修改和改进他们的工作;修订和非修订反馈都是整个在线文本互动和交流的一部分，可以用来帮助他们发展第二语言;学生们也表达了不同的观点，关于他们是喜欢还是不喜欢他们的在线同伴反馈体验。本研究也为进一步的研究提供了一些启示和建议。[摘要]新疆维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族维吾尔族。Penelitian ini bertujuan untuk mengeksplorasi pengalaman pelajar EFL yang terlibat dalam umpan balik teman sebaya secara在线dalam menulis melalui kolaborasi云。Penelitian ini merupakan kegiatan perpanjangan dari kelas menulis para selama dua minggu yang diikuti oleh sepuluh peserta secara sukarela, dandipantau oleh dua orang inktur。Pertukaran unbalk dari teman sebaya, visi teks, dankemar dari wawankara，分析部门，质量部门和pola interaksi yang muncul dikuantifikasi。Hasil penelitian menunjukkan bahwa keterlibatan para peseria dalumilitas kolaborasi cloud menungkinka, mendeteksi danmeahami berbagai masalah dalam menulis, serta merevisi dan mekerjaan mereka;unpan balik Yang berorientasi padi revisi Dan非revisi merupakan bagian dari keseluruhan interaksi Dan komunikasi tekstual online Yang dapat digunakan untuk membantu mereka mengembangkan bahasa kedua mereka;Serta透视个人杨伯伯达mengenai apakah mereka menyukai atau tidak menyukai pengalaman umpan balik teman sebaya secara在线。Penelitian ini juga memberikan beberapa implikasi dan rekomendasi untuk Penelitian lebih lanjut。引用方法:库尼亚万，D.， Jaya, h.p.， Wijaya, A.(2023)。英语学习者通过云协作进行段落写作的同伴反馈体验。印尼英语教育杂志，10(1)，37-62。doi: 10.15408 / ijee.v10i1.25134
{"title":"EFL LEARNERS' EXPERIENCES OF PEER FEEDBACK IN PARAGRAPH WRITING THROUGH CLOUD COLLABORATION","authors":"Dedi Kurniawan, Hariswan Putera Jaya, A. Wijaya","doi":"10.15408/ijee.v10i1.25134","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.25134","url":null,"abstract":"ABSTRACTOnline peer feedback has become common in university writing classrooms due to the availability of computer technology. This study aimed to explore EFL learners' experiences engaged in online peer feedback on writing through cloud collaboration. This study was an extension activity of the paragraph writing class for two weeks, in which ten participants voluntarily took part in it and were monitored by two instructors. The peer feedback exchanges, text revisions, and comments from interviews were qualitatively analyzed, and the emerging patterns of interaction were quantified. The results showed that the involvement of the participants in online peer feedback via cloud collaboration facility enabled students to detect and comprehend numerous writing problems, as well as revise and improve their work; both revision and non-revision-oriented feedbacks are part of the overall online textual interaction and communication that can be used to help them develop their second language; and the students also expressed different perspectives about whether they appreciated or disliked their online peer feedback experience. This study also provided some implications and recommendations for further research.ABSTRAKUmpan balik teman sebaya secara online telah menjadi hal yang umum di ruang kelas menulis di universitas sebagai hasil dari ketersediaan teknologi komputer. Penelitian ini bertujuan untuk mengeksplorasi pengalaman pelajar EFL yang terlibat dalam umpan balik teman sebaya secara online dalam menulis melalui kolaborasi cloud. Penelitian ini merupakan kegiatan perpanjangan dari kelas menulis paragraf selama dua minggu yang diikuti oleh sepuluh peserta secara sukarela, dan dipantau oleh dua orang instruktur. Pertukaran umpan balik dari teman sebaya, revisi teks, dan komentar dari wawancara dianalisis secara kualitatif dan pola interaksi yang muncul dikuantifikasi. Hasil penelitian menunjukkan bahwa keterlibatan para peserta dalam umpan balik teman sebaya secara online melalui fasilitas kolaborasi cloud memungkinkan siswa untuk mendeteksi dan memahami berbagai masalah dalam menulis, serta merevisi dan memperbaiki pekerjaan mereka; umpan balik yang berorientasi pada revisi dan non-revisi merupakan bagian dari keseluruhan interaksi dan komunikasi tekstual online yang dapat digunakan untuk membantu mereka mengembangkan bahasa kedua mereka; serta perspektif individu yang berbeda mengenai apakah mereka menyukai atau tidak menyukai pengalaman umpan balik teman sebaya secara online. Penelitian ini juga memberikan beberapa implikasi dan rekomendasi untuk penelitian lebih lanjut.How to Cite: Kurniawan, D., Jaya, H.P., Wijaya, A. (2023). EFL Learners' Experiences of Peer Feedback in Paragraph Writing Through Cloud Collaboration. IJEE (Indonesian Journal of English Education), 10(1), 37-62. doi:10.15408/ijee.v10i1.25134","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41915766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.15408/ijee.v10i1.33270
Ikhwan Hazma Zidani, Emy Sudarwati
ABSTRACTThis paper examines an in-depth narrative case study that explores the emotional journeys of two EFL students participating in the Indonesian government's IISMA (Indonesian International Students Mobility Award) student exchange program. Direct interviews with students over one month provided the source of the study's data. The study's findings showed that the participant experienced sustainable adaptation through negotiated emotional changes in their experiences as exchange students in host countries, which were anchored by Hargreaves' (2001) dynamic geography framework that focuses on physical, social, moral, professional, and political aspects. Such a situated practice raises the question of what preliminary preparation IISMA students should undertake before travelling to the host nations and how policymakers should respond to students' emotions as feedback. This empirical data may also illuminate the function of emotion played by EFL students participating in international exchange programs while finishing their studies in Indonesia. ABSTRAKPenilitian ini menganalisis sebuah studi kasus naratif mendalam yang mengeksplorasi perjalanan emosional dua mahasiswa asing berbahasa Inggris yang berpartisipasi dalam program pertukaran pelajar IISMA (Indonesian International Students Mobility Award) dari pemerintah indonesia. Data penelitian diperoleh melalui wawancara langsung dengan para mahasiswa selama satu bulan. Temuan penelitian menunjukkan bahwa peserta mengalami adaptasi yang berkelanjutan melalui perubahan emosional yang dinegosiasikan dalam pengalaman mereka sebagai mahasiswa pertukaran di negara tuan rumah, yang didasarkan pada kerangka kerja geografi dinamis Hargreaves (2001) yang berfokus pada aspek fisik, sosial, moral, profesional, dan politik. Praktik yang terjadi dalam situasi ini menimbulkan pertanyaan mengenai persiapan awal yang sebaiknya dilakukan oleh mahasiswa iisma sebelum melakukan perjalanan ke negara tujuan dan bagaimana para pengambil kebijakan seharusnya merespons emosi para mahasiswa sebagai umpan balik. Data empiris ini juga dapat memberikan pemahaman mengenai peran emosi yang dimainkan oleh mahasiswa asing yang berpartisipasi dalam program pertukaran internasional ketika menyelesaikan studi mereka di indonesia.How to Cite: Fithriani, R., Rahman Hz, B.I., Kurniati, E.Y. (2023). 'I didn't Anticipate the Weather, So I Borrowed my Friend's White Cloak': Emotional Geography of EFL Students Taking Iisma (Indonesian International Mobility Awards) Exchange Program. IJEE (Indonesian Journal of English Education), 10(1), 239-260. doi:10.15408/ijee.v10i1.33270.
摘要本文通过一个深入的叙事案例研究，探讨了两名参加印尼政府IISMA(印尼国际学生流动奖)学生交换计划的英语学生的情感之旅。对学生进行为期一个月的直接访谈提供了研究数据的来源。研究结果表明，参与者在东道国作为交换学生的经历中，通过协商的情绪变化经历了可持续的适应，这是由Hargreaves(2001)的动态地理框架所支撑的，该框架侧重于身体、社会、道德、专业和政治方面。这种情况提出了一个问题，即IISMA学生在前往东道国之前应该做哪些初步准备，以及政策制定者应该如何回应学生的反馈情绪。这一实证数据也可以说明在印尼完成学业后参加国际交流项目的英语学生所发挥的情感功能。【摘要】印尼国际学生流动奖(pertukaran pelajar IISMA)颁发给印尼国际学生流动奖(indonesia International Students Mobility Award)。数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析。杨Temuan penelitian menunjukkan bahwa peserta mengalami adaptasi berkelanjutan melalui perubahan emosional杨dinegosiasikan dalam pengalaman mereka sebagai mahasiswa pertukaran di negara老爷大,杨didasarkan篇kerangka kerja geografi dinamis哈格里夫斯(2001)杨berfokus篇aspek fisik, sosial,道德、专业,丹政治。我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是。数据经验:数据经验:数据经验，数据经验，数据经验，数据经验，数据经验，数据经验，数据经验，数据经验，数据经验，数据经验。引用方法:李建平，李建平，李建平(2009)。“我没有预料到天气，所以我借了朋友的白袍”:参加Iisma(印尼国际流动奖)交流项目的英语学生的情感地理。印尼英语教育杂志，10(1)，239-260。doi: 10.15408 / ijee.v10i1.33270。
{"title":"'I DIDN'T ANTICIPATE THE WEATHER, SO I BORROWED MY FRIEND'S WHITE CLOAK': EMOTIONAL GEOGRAPHY OF EFL STUDENTS TAKING IISMA (INDONESIAN INTERNATIONAL MOBILITY AWARDS) EXCHANGE PROGRAM","authors":"Ikhwan Hazma Zidani, Emy Sudarwati","doi":"10.15408/ijee.v10i1.33270","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.33270","url":null,"abstract":"ABSTRACTThis paper examines an in-depth narrative case study that explores the emotional journeys of two EFL students participating in the Indonesian government's IISMA (Indonesian International Students Mobility Award) student exchange program. Direct interviews with students over one month provided the source of the study's data. The study's findings showed that the participant experienced sustainable adaptation through negotiated emotional changes in their experiences as exchange students in host countries, which were anchored by Hargreaves' (2001) dynamic geography framework that focuses on physical, social, moral, professional, and political aspects. Such a situated practice raises the question of what preliminary preparation IISMA students should undertake before travelling to the host nations and how policymakers should respond to students' emotions as feedback. This empirical data may also illuminate the function of emotion played by EFL students participating in international exchange programs while finishing their studies in Indonesia. ABSTRAKPenilitian ini menganalisis sebuah studi kasus naratif mendalam yang mengeksplorasi perjalanan emosional dua mahasiswa asing berbahasa Inggris yang berpartisipasi dalam program pertukaran pelajar IISMA (Indonesian International Students Mobility Award) dari pemerintah indonesia. Data penelitian diperoleh melalui wawancara langsung dengan para mahasiswa selama satu bulan. Temuan penelitian menunjukkan bahwa peserta mengalami adaptasi yang berkelanjutan melalui perubahan emosional yang dinegosiasikan dalam pengalaman mereka sebagai mahasiswa pertukaran di negara tuan rumah, yang didasarkan pada kerangka kerja geografi dinamis Hargreaves (2001) yang berfokus pada aspek fisik, sosial, moral, profesional, dan politik. Praktik yang terjadi dalam situasi ini menimbulkan pertanyaan mengenai persiapan awal yang sebaiknya dilakukan oleh mahasiswa iisma sebelum melakukan perjalanan ke negara tujuan dan bagaimana para pengambil kebijakan seharusnya merespons emosi para mahasiswa sebagai umpan balik. Data empiris ini juga dapat memberikan pemahaman mengenai peran emosi yang dimainkan oleh mahasiswa asing yang berpartisipasi dalam program pertukaran internasional ketika menyelesaikan studi mereka di indonesia.How to Cite: Fithriani, R., Rahman Hz, B.I., Kurniati, E.Y. (2023). 'I didn't Anticipate the Weather, So I Borrowed my Friend's White Cloak': Emotional Geography of EFL Students Taking Iisma (Indonesian International Mobility Awards) Exchange Program. IJEE (Indonesian Journal of English Education), 10(1), 239-260. doi:10.15408/ijee.v10i1.33270.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTAlthough many studies have been conducted to investigate how graduate students navigate the publication endeavor as a graduation requirement, a scant number have explicitly focused on how Master's students manage to do so through their participation in a community of practice (CoP). This study set out to bridge this gap by examining the transformation experienced by Indonesian Master's students of English education in terms of their knowledge and practice in writing for scholarly publication after joining a writing group. This study employed a qualitative, descriptive case study approach. Data were collected through a questionnaire, in-depth interviews, and artifact analysis from 15 students and analyzed using Content Analysis. Findings indicate that after joining the writing group, the students reported increased skills in writing scholarly articles and more knowledge of the publication process. This study suggests the establishment of communities of writing practice in graduate programs to assist students in addressing the mounting pressure of scholarly publication, either as degree conferment or career preparation and advancement. ABSTRAKMeskipun segudang penelitian telah dilakukan untuk menyelidiki bagaimana mahasiswa pascasarjana menavigasi upaya publikasi sebagai syarat kelulusan, hanya sedikit penelitian yang berfokus secara khusu pada bagaimana mahasiswa magister berhasil melakukannya melalui keikutsertaan mereka dalam komunitas praktik (CoP). Penelitian ini bertujuan untuk menjembatani kesenjangan tersebut dengan mengkaji transformasi yang dialami oleh mahasiswa magister pendidikan bahasa Inggris di Indonesia terkait pengetahuan dan praktik menulis untuk publikasi ilmiah setelah bergabung dengan kelompok menulis. Penelitian ini menggunakan pendekatan kualitatif deskriptif studi kasus. Data dikumpulkan melalui angket, wawancara mendalam, dan analisis artefak dari 15 mahasiswa dan dianalisis dengan Content Analysis. Temuan menunjukkan bahwa setelah bergabung dengan kelompok menulis, para mahasiswa melaporkan peningkatan keterampilan dalam menulis artikel ilmiah dan pengetahuan yang lebih baik tentang proses publikasi. Studi ini menyarankan pembentukan komunitas praktik menulis dalam program pascasarjana untuk membantu mahasiswa mengatasi tekanan berat dalam publikasi ilmiah, baik sebagai persyaratan untuk mendapatkan gelar atau persiapan dan kemajuan karir.How to Cite: Fithriani, R., Rahman Hz, B.I., Kurniati, E.Y. (2023). Scholars in the Making: Unravelling the Publication Quest Through a Community of Writing Practice. IJEE (Indonesian Journal of English Education), 10(1), 221-238. doi:10.15408/ijee.v10i1.31457.
摘要:尽管已经进行了许多研究来调查研究生如何将出版工作作为毕业要求，但很少有研究明确关注硕士生如何通过参与实践社区(CoP)来实现这一目标。本研究通过考察印度尼西亚英语教育硕士学生在加入写作小组后在学术出版物写作方面的知识和实践方面的转变，着手弥合这一差距。本研究采用定性、描述性案例研究方法。数据通过问卷调查、深度访谈和工件分析从15名学生中收集，并使用内容分析进行分析。研究结果表明，在加入写作小组后，学生们报告说，他们在撰写学术文章方面的技能有所提高，对出版过程也有了更多的了解。本研究建议在研究生课程中建立写作实践社区，以帮助学生应对学术出版日益增加的压力，无论是作为学位授予还是职业准备和发展。【摘要】中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:Penelitian ini bertujuan untuk menjembatani kesenjangan tersebut dengan mengkaji transformasi yang dialami oleh mahasiswa部长pendidikan bahasa Inggris di印度尼西亚terkait pengetahuan dan praktik menulis untuk publiclikasi ilmiah setelah bergabung dengan kelompok menulis。Penelitian ini menggunakan pendekatan quality desktop study kasi。数据dikumpulkan melalui angket, wanancara mendalam, dananalysis artefak dari 15 mahasiswa dandianaldengan Content Analysis。我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是。我的研究工作是在全国范围内进行，我的研究工作是在全国范围内进行，我的研究工作是在全国范围内进行，我的研究工作是在全国范围内进行，我的研究工作是在全国范围内进行。引用方法:李建平，李建平，李建平(2009)。形成中的学者:通过一个写作实践共同体揭示出版追求。印尼英语教育杂志，10(1)，221-238。doi: 10.15408 / ijee.v10i1.31457。
{"title":"SCHOLARS IN THE MAKING: UNRAVELLING THE PUBLICATION QUEST THROUGH A COMMUNITY OF WRITING PRACTICE","authors":"Rahmah Fithriani, Benni Ichsanda Rahman Hz, Eka Yuni Kurniati","doi":"10.15408/ijee.v10i1.31457","DOIUrl":"https://doi.org/10.15408/ijee.v10i1.31457","url":null,"abstract":"ABSTRACTAlthough many studies have been conducted to investigate how graduate students navigate the publication endeavor as a graduation requirement, a scant number have explicitly focused on how Master's students manage to do so through their participation in a community of practice (CoP). This study set out to bridge this gap by examining the transformation experienced by Indonesian Master's students of English education in terms of their knowledge and practice in writing for scholarly publication after joining a writing group. This study employed a qualitative, descriptive case study approach. Data were collected through a questionnaire, in-depth interviews, and artifact analysis from 15 students and analyzed using Content Analysis. Findings indicate that after joining the writing group, the students reported increased skills in writing scholarly articles and more knowledge of the publication process. This study suggests the establishment of communities of writing practice in graduate programs to assist students in addressing the mounting pressure of scholarly publication, either as degree conferment or career preparation and advancement. ABSTRAKMeskipun segudang penelitian telah dilakukan untuk menyelidiki bagaimana mahasiswa pascasarjana menavigasi upaya publikasi sebagai syarat kelulusan, hanya sedikit penelitian yang berfokus secara khusu pada bagaimana mahasiswa magister berhasil melakukannya melalui keikutsertaan mereka dalam komunitas praktik (CoP). Penelitian ini bertujuan untuk menjembatani kesenjangan tersebut dengan mengkaji transformasi yang dialami oleh mahasiswa magister pendidikan bahasa Inggris di Indonesia terkait pengetahuan dan praktik menulis untuk publikasi ilmiah setelah bergabung dengan kelompok menulis. Penelitian ini menggunakan pendekatan kualitatif deskriptif studi kasus. Data dikumpulkan melalui angket, wawancara mendalam, dan analisis artefak dari 15 mahasiswa dan dianalisis dengan Content Analysis. Temuan menunjukkan bahwa setelah bergabung dengan kelompok menulis, para mahasiswa melaporkan peningkatan keterampilan dalam menulis artikel ilmiah dan pengetahuan yang lebih baik tentang proses publikasi. Studi ini menyarankan pembentukan komunitas praktik menulis dalam program pascasarjana untuk membantu mahasiswa mengatasi tekanan berat dalam publikasi ilmiah, baik sebagai persyaratan untuk mendapatkan gelar atau persiapan dan kemajuan karir.How to Cite: Fithriani, R., Rahman Hz, B.I., Kurniati, E.Y. (2023). Scholars in the Making: Unravelling the Publication Quest Through a Community of Writing Practice. IJEE (Indonesian Journal of English Education), 10(1), 221-238. doi:10.15408/ijee.v10i1.31457.","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44657793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.28505
E. Rahmani, Dwi Riyanti
ABSTRACTThis study aimed to examine the understanding of English Education Department student-teachers on the use of differentiated instruction (DI) in the classroom. There were 80 student-teachers, 20 (25%) male and 60 (75%) female. The data were collected primarily through a 31-item questionnaire with four scales ranging from "not important" to "very important." The questionnaire responses were analyzed to determine the amount of DI awareness and importance. The data underwent descriptive analysis (statistical analysis) by comparing the mean score (M) and standard deviation (SD) of each item for the level of awareness and by calculating percentages for the level of importance. The results indicated that the student-teachers awareness of DI implementation ranges from "high" with the lowest score of 2.06 (2.06>2.01-3.00) to "very high" with the highest score of 3.71 (3.71>3.01-4.00). Consequently, the level of importance concurred with or supported the awareness result that the participants regarded DI to be important, ranging from "somewhat important" (49.40%) to "very important" (88.39%). These findings suggest good implications for the pedagogical element of student-teacher knowledge of DI implementation in the classroom. ABSTRAKPenelitian ini bertujuan untuk menginvestigasi kesadaran mahasiswa PLP Pendidikan Bahasa Inggris tentang penerapan pembelajaran berdifferensiasi (DI) di kelas. Ada 80 mahasiswa PLP, 20 (25%) laki-laki dan 60 (75%) perempuan. Data dikumpulkan melalui kuesioner dengan empat skala mulai dari "not implotant" hingga "strongly important" yang berjumlah 31 item. Data dianalisis secara deskriptif analisis (analisis statistik) dengan membandingkan nilai rata-rata (M) dan standar deviasi (SD) masing-masing item untuk tingkat kesadaran dan dengan menghitung persentase untuk tingkat kepentingan. Hasil penelitian menunjukkan bahwa kesadaran mahasiswa PLP terhadap penerapan DI berkisar antara "tinggi" dengan skor terendah 2,06 (2,06>2,01-3,00) hingga "sangat tinggi" dengan skor tertinggi 3,71 (3,71>3,01-4,00). Hasil tersebut sejalan dengan hasil tingkat kepentingan bahwa peserta menganggap DI penting, mulai dari "agak penting" (49,40%) hingga "sangat penting" (88,39%). Temuan ini menunjukkan implikasi yang baik untuk elemen pedagogis pengetahuan mahasiswa PLP implementasi DI di kelas. How to Cite: Rahmani, Eka F., Riyanti, D. (2022). English Student-Teacher Awareness of Differentiated Instruction (DI) Implementation in Classroom. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28505
{"title":"ENGLISH STUDENT-TEACHER AWARENESS OF DIFFERENTIATED INSTRUCTION (DI) IMPLEMENTATION IN CLASSROOM","authors":"E. Rahmani, Dwi Riyanti","doi":"10.15408/ijee.v9i2.28505","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.28505","url":null,"abstract":"ABSTRACTThis study aimed to examine the understanding of English Education Department student-teachers on the use of differentiated instruction (DI) in the classroom. There were 80 student-teachers, 20 (25%) male and 60 (75%) female. The data were collected primarily through a 31-item questionnaire with four scales ranging from \"not important\" to \"very important.\" The questionnaire responses were analyzed to determine the amount of DI awareness and importance. The data underwent descriptive analysis (statistical analysis) by comparing the mean score (M) and standard deviation (SD) of each item for the level of awareness and by calculating percentages for the level of importance. The results indicated that the student-teachers awareness of DI implementation ranges from \"high\" with the lowest score of 2.06 (2.06>2.01-3.00) to \"very high\" with the highest score of 3.71 (3.71>3.01-4.00). Consequently, the level of importance concurred with or supported the awareness result that the participants regarded DI to be important, ranging from \"somewhat important\" (49.40%) to \"very important\" (88.39%). These findings suggest good implications for the pedagogical element of student-teacher knowledge of DI implementation in the classroom. ABSTRAKPenelitian ini bertujuan untuk menginvestigasi kesadaran mahasiswa PLP Pendidikan Bahasa Inggris tentang penerapan pembelajaran berdifferensiasi (DI) di kelas. Ada 80 mahasiswa PLP, 20 (25%) laki-laki dan 60 (75%) perempuan. Data dikumpulkan melalui kuesioner dengan empat skala mulai dari \"not implotant\" hingga \"strongly important\" yang berjumlah 31 item. Data dianalisis secara deskriptif analisis (analisis statistik) dengan membandingkan nilai rata-rata (M) dan standar deviasi (SD) masing-masing item untuk tingkat kesadaran dan dengan menghitung persentase untuk tingkat kepentingan. Hasil penelitian menunjukkan bahwa kesadaran mahasiswa PLP terhadap penerapan DI berkisar antara \"tinggi\" dengan skor terendah 2,06 (2,06>2,01-3,00) hingga \"sangat tinggi\" dengan skor tertinggi 3,71 (3,71>3,01-4,00). Hasil tersebut sejalan dengan hasil tingkat kepentingan bahwa peserta menganggap DI penting, mulai dari \"agak penting\" (49,40%) hingga \"sangat penting\" (88,39%). Temuan ini menunjukkan implikasi yang baik untuk elemen pedagogis pengetahuan mahasiswa PLP implementasi DI di kelas. How to Cite: Rahmani, Eka F., Riyanti, D. (2022). English Student-Teacher Awareness of Differentiated Instruction (DI) Implementation in Classroom. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28505","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43243632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.28372
Utami Dewi, Fitri Rayani Siregar
ABSTRACTThis article explored students' interests and challenges in writing fiction in EFL creative writing classes. The study used a qualitative approach involving 43 college students studying creative writing as the subjects of the study. Research instruments for this study were questionnaires and interviews, the first of which asked students what genres of fiction they were interested in, and the second confirmed their motivations in writing the fiction genre and their challenges in writing fiction. Data from questionnaires were analysed using percentages, while data from the interviews were analysed using thematic analysis (Braun & Clarke, 2006). Findings of the study revealed that (1) most students (53.5%) were interested in and preferred writing romance fiction, and (2) most students experienced challenges in writing short stories including difficulties in developing an exciting story, deciding on a plot and elaborate dialogues, and defining the characters in the story.ABSTRAKPenelitiaan ini mengeksplorasi minat dan tantangan mahasiswa dalam menulis fiksi di kelas menulis kreatif EFL. Penelitian ini menggunakan pendekatan kualitatif dengan melibatkan 43 mahasiswa yang mempelajari penulisan kreatif sebagai subjek penelitian. Instrumen penelitian untuk penelitian ini adalah kuesioner dan wawancara, yang pertama menanyakan kepada siswa genre fiksi apa yang mereka minati, dan yang kedua mengkonfirmasi motivasi mereka dalam menulis genre fiksi dan tantangan mereka dalam menulis fiksi. Data hasil kuesioner dianalisis dengan persentase, sedangkan data hasil wawancara dianalisis dengan analisis tematik (Braun & Clarke, 2006). Temuan penelitian ini mengungkapkan bahwa (1) sebagian besar siswa (53,5%) tertarik dan lebih suka menulis fiksi roman, dan (2) sebagian besar siswa mengalami tantangan dalam menulis cerita pendek termasuk kesulitan dalam mengembangkan cerita yang menarik, menentukan plot dan dialog yang terperinci, dan mendefinisikan karakter dalam cerita.How to Cite: Dewi, U., Siregar, F. R. (2022). Exploring Students’ Interests and Challenges in Writing Fiction in Creative Writing Class. IJEE (Indonesian Journal of English Education), 9(2), 359-371. doi:10.15408/ijee.v9i2.28372
摘要本文探讨了学生在英语创意写作课上创作小说的兴趣和挑战。该研究采用定性方法，以43名学习创意写作的大学生为研究对象。本研究的研究手段是问卷调查和访谈，第一个是询问学生他们对什么类型的小说感兴趣，第二个是确认他们写作小说类型的动机和他们在写作小说时面临的挑战。问卷调查的数据使用百分比进行分析，而访谈的数据使用专题分析(Braun & Clarke, 2006)。研究结果显示:(1)大多数学生(53.5%)对浪漫小说感兴趣，并喜欢写浪漫小说;(2)大多数学生在写短篇小说时遇到挑战，包括难以发展一个激动人心的故事，决定情节和精心设计的对话，以及定义故事中的人物。摘要/ abstract摘要:在英语教学中，英语教学是一门学科，是一门学科，是一门学科。Penelitian ini menggunakan pendekatan kualitatif dengan melibatkan 43 mahasiswa yang mempelajari penelisan kreatif sebagai subject Penelitian。仪器penelitian untuk penelitian ini adalah kuesioner dan wawankara, yang pertama menanyakan kepaada siswa genre fiksi apa yang mereka minati, dan yang kedua mengkonfirmasi motivasi mereka dalam menulis genre fiksi dan tantanangan mereka dalam menulis fiksi。数据是由分析的本质构成的，数据是由分析的本质构成的(Braun & Clarke, 2006)。Temuan penelitian ini mengungkapkan bahwa (1) sebagian besar siswa (53,5%) tertarik dan lebih suka menulis fiksi roman, dan (2) sebagian besar siswa mengalami tantangangan dalam menulis cerita pendek termasuk kesulitan dalam mengembangkan cerita yang menarik, menentukan plot dan dialog yang terperinci, dan mendefinisikan karakter dalam cerita。引用方法:Dewi, U, Siregar, F. R.(2022)。探索学生在创意写作课上的兴趣与挑战。印尼英语教育杂志，9(2)，359-371。doi: 10.15408 / ijee.v9i2.28372
{"title":"EXPLORING STUDENTS’ INTERESTS AND CHALLENGES IN WRITING FICTION IN CREATIVE WRITING CLASS","authors":"Utami Dewi, Fitri Rayani Siregar","doi":"10.15408/ijee.v9i2.28372","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.28372","url":null,"abstract":"ABSTRACTThis article explored students' interests and challenges in writing fiction in EFL creative writing classes. The study used a qualitative approach involving 43 college students studying creative writing as the subjects of the study. Research instruments for this study were questionnaires and interviews, the first of which asked students what genres of fiction they were interested in, and the second confirmed their motivations in writing the fiction genre and their challenges in writing fiction. Data from questionnaires were analysed using percentages, while data from the interviews were analysed using thematic analysis (Braun & Clarke, 2006). Findings of the study revealed that (1) most students (53.5%) were interested in and preferred writing romance fiction, and (2) most students experienced challenges in writing short stories including difficulties in developing an exciting story, deciding on a plot and elaborate dialogues, and defining the characters in the story.ABSTRAKPenelitiaan ini mengeksplorasi minat dan tantangan mahasiswa dalam menulis fiksi di kelas menulis kreatif EFL. Penelitian ini menggunakan pendekatan kualitatif dengan melibatkan 43 mahasiswa yang mempelajari penulisan kreatif sebagai subjek penelitian. Instrumen penelitian untuk penelitian ini adalah kuesioner dan wawancara, yang pertama menanyakan kepada siswa genre fiksi apa yang mereka minati, dan yang kedua mengkonfirmasi motivasi mereka dalam menulis genre fiksi dan tantangan mereka dalam menulis fiksi. Data hasil kuesioner dianalisis dengan persentase, sedangkan data hasil wawancara dianalisis dengan analisis tematik (Braun & Clarke, 2006). Temuan penelitian ini mengungkapkan bahwa (1) sebagian besar siswa (53,5%) tertarik dan lebih suka menulis fiksi roman, dan (2) sebagian besar siswa mengalami tantangan dalam menulis cerita pendek termasuk kesulitan dalam mengembangkan cerita yang menarik, menentukan plot dan dialog yang terperinci, dan mendefinisikan karakter dalam cerita.How to Cite: Dewi, U., Siregar, F. R. (2022). Exploring Students’ Interests and Challenges in Writing Fiction in Creative Writing Class. IJEE (Indonesian Journal of English Education), 9(2), 359-371. doi:10.15408/ijee.v9i2.28372","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46659028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.24574
N. Marsakawati
ABSTRACTThis study investigated how ESP students used appraisal language in their tourism blogs. The research design used in this study was a qualitative content analysis. The data sources of this research were ten tourism blogs written by the seventh-semester students taking English for Tourism course. These blogs were selected based on several criteria: a) they were written by students who had good writing skills, and b) they promoted tourism spots in Bali. The obtained data were analyzed by using several steps, namely a) determining the single clause that existed in each sentence; b) identifying clauses based on appraisal theory (attitude, engagement, and graduation), c) categorizing clauses into appraisal language, and d) concluding. The results showed that students realized appraisal language through three types of resources: attitude, engagement, and graduation. Attitude was realized through appreciation and affect; Engagement was realized through expansion and contraction; and Graduation was realized through force and focus. This study implies that to create tourism blogs well, students do not only simply include appraisal language in their writing but also learn how to use them in purposeful and strategic ways.ABSTRAKPenelitian ini bertujuan untuk menganalisis bagaimana mahasiswa ESP menggunakan appraisal language pada tourism blogs. Rancangan penelitian yang digunakan dalam penelitian ini adalah analisis konten kualitatif. Sumber data penelitian ini adalah sepuluh tourism blog yang ditulis oleh mahasiswa semester VII yang mengambil mata kuliah English for Tourism. Tourism blogs ini dipilih berdasarkan beberapa kriteria: a) tourism blogs ditulis oleh mahasiswa yang memiliki keterampilan menulis yang baik, dan b) tourism blogs mempromosikan destinasi wisata di Bali. Data yang diperoleh dianalisis dengan menggunakan beberapa langkah, yaitu a) menentukan klausa yang ada pada tiap kalimat; b) mengidentifikasi klausa sesuai dengan teori appraisal (attitude, enggagement dan graduation), c) mengelompokkan klausa ke dalam appraisal language, dan d) menarik simpulan. Hasil penelitian menunjukkan bahwa mahasiswa merealisasikan appraisal language melalui tiga jenis resources: attitude, engagement, dan graduation. Attitude direalisasikan melalui appreciation dan affect; Engagement direalisasikan melalui expansion dan constraction; dan Graduation direalisasikan melalui force dan focus. Penelitian ini menyiratkan bahwa untuk membuat tourism blog yang baik, mahasiswa tidak hanya sekedar memasukkan appraisal language dalam tulisan mereka tetapi juga belajar bagaimana menggunakannya dengan cara yang strategis.How to Cite: Marsakawati, Ni P. E.(2022). ESP Students’ Use of Appraisal Language in Tourism Blogs. IJEE (Indonesian Journal of English Education), 9(2), 289-310. doi:10.15408/ijee.v9i2.24574
{"title":"ESP STUDENTS’ USE OF APPRAISAL LANGUAGE IN TOURISM BLOGS","authors":"N. Marsakawati","doi":"10.15408/ijee.v9i2.24574","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.24574","url":null,"abstract":"ABSTRACTThis study investigated how ESP students used appraisal language in their tourism blogs. The research design used in this study was a qualitative content analysis. The data sources of this research were ten tourism blogs written by the seventh-semester students taking English for Tourism course. These blogs were selected based on several criteria: a) they were written by students who had good writing skills, and b) they promoted tourism spots in Bali. The obtained data were analyzed by using several steps, namely a) determining the single clause that existed in each sentence; b) identifying clauses based on appraisal theory (attitude, engagement, and graduation), c) categorizing clauses into appraisal language, and d) concluding. The results showed that students realized appraisal language through three types of resources: attitude, engagement, and graduation. Attitude was realized through appreciation and affect; Engagement was realized through expansion and contraction; and Graduation was realized through force and focus. This study implies that to create tourism blogs well, students do not only simply include appraisal language in their writing but also learn how to use them in purposeful and strategic ways.ABSTRAKPenelitian ini bertujuan untuk menganalisis bagaimana mahasiswa ESP menggunakan appraisal language pada tourism blogs. Rancangan penelitian yang digunakan dalam penelitian ini adalah analisis konten kualitatif. Sumber data penelitian ini adalah sepuluh tourism blog yang ditulis oleh mahasiswa semester VII yang mengambil mata kuliah English for Tourism. Tourism blogs ini dipilih berdasarkan beberapa kriteria: a) tourism blogs ditulis oleh mahasiswa yang memiliki keterampilan menulis yang baik, dan b) tourism blogs mempromosikan destinasi wisata di Bali. Data yang diperoleh dianalisis dengan menggunakan beberapa langkah, yaitu a) menentukan klausa yang ada pada tiap kalimat; b) mengidentifikasi klausa sesuai dengan teori appraisal (attitude, enggagement dan graduation), c) mengelompokkan klausa ke dalam appraisal language, dan d) menarik simpulan. Hasil penelitian menunjukkan bahwa mahasiswa merealisasikan appraisal language melalui tiga jenis resources: attitude, engagement, dan graduation. Attitude direalisasikan melalui appreciation dan affect; Engagement direalisasikan melalui expansion dan constraction; dan Graduation direalisasikan melalui force dan focus. Penelitian ini menyiratkan bahwa untuk membuat tourism blog yang baik, mahasiswa tidak hanya sekedar memasukkan appraisal language dalam tulisan mereka tetapi juga belajar bagaimana menggunakannya dengan cara yang strategis.How to Cite: Marsakawati, Ni P. E.(2022). ESP Students’ Use of Appraisal Language in Tourism Blogs. IJEE (Indonesian Journal of English Education), 9(2), 289-310. doi:10.15408/ijee.v9i2.24574","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44553160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.27944
L. Ikawati
ABSTRACTThe availability of various technological devices to support language learning which are considered as TELL is worthy of being explored by teachers. This research is intended to understand the views of pre-service teachers about the opportunities and challenges in their exploration of TELL. A sequential explanatory mixed methods design was used to obtain data from 34 pre-service English teachers previously studying TELL course in the fifth semester. In the first phase of the study, the participants were involved in a survey to obtain their general perspectives on TELL exploration. A subsequent phase involved 5 participants joining semi-structured interviews to clarify the data from the first phase. The finding of the study indicates that the opportunities for TELL exploration for pre-service teachers are contributed by the benefits of TELL. In contrast, though undoubtedly necessary, TELL exploration was challenged by some factors, including its basic ICT requirement; its costly features and training; and teachers’ lack of experience, competence, and resources to access technology. Considering the needs, opportunities, and challenges, language teacher education should boost more exposure to TELL for pre-service teachers through TELL exploration in formal training and encourage them to keep developing their professionalism through informal training and other relevant sources on TELL. ABSTRAKKetersediaan berbagai perangkat teknologi untuk mendukung pembelajaran Bahasa yang dianggap sebagai TELL layak untuk dieksplorasi oleh para guru. Penelitian ini dimaksudkan untuk memahami pandangan calon guru tentang peluang dan tantangan dalam eksplorasi mereka terhadap TELL. Desain sequential explanatory mixed methods digunakan untuk memperoleh data dari 34 calon guru yang sebelumnya mempelajari mata kuliah TELL di semester 5. Pada fase pertama penelitian, peserta dilibatkan dalam sebuah survey untuk memperoleh perskpektif umum mereka tentang eksplorasi TELL. Tahap selanjutnya melibatkan 5 peserta yang mengikuti wawancara semi terstruktur untuk memperjelas data pada tahap pertama. Hasil penelitian menunjukkan bahwa peluang explorasi TELL bagi calon guru berasal dari manfaat TELL. Sebaliknya, meskipun sangat diperlukan, eksplorasi TELL terhambat oleh beberapa faktor, termasuk persyaratan TIK dasar TELL, fitur dan pelatihan TELL yang mahal, dan kurangnya pengalaman, kompetensi, dan sumber daya guru untuk mengakses teknologi. Mempertimbangkan kebutuhan, peluang dan tantangan tersebut, pendidikan guru bahasa harus mendorong lebih banyak paparan TELL bagi calon guru melalui eksplorasi TELL dalam pelatihan formal dan mendorong mereka untuk terus mengembangkan profesionalisme melalui pelatihan informal dan sumber relevan lainnya tentang TELL.How to Cite: Ikawati, L.(2022). Pre-Service Teachers’ Exploration on Technology-Enhanced Language Learning (TELL): Opportunities and Challenges. IJEE (Indonesian Journal of English Education), 9(2), 266-288-210. doi:10.15
{"title":"PRE-SERVICE TEACHERS’ EXPLORATION ON TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL): OPPORTUNITIES AND CHALLENGES","authors":"L. Ikawati","doi":"10.15408/ijee.v9i2.27944","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.27944","url":null,"abstract":"ABSTRACTThe availability of various technological devices to support language learning which are considered as TELL is worthy of being explored by teachers. This research is intended to understand the views of pre-service teachers about the opportunities and challenges in their exploration of TELL. A sequential explanatory mixed methods design was used to obtain data from 34 pre-service English teachers previously studying TELL course in the fifth semester. In the first phase of the study, the participants were involved in a survey to obtain their general perspectives on TELL exploration. A subsequent phase involved 5 participants joining semi-structured interviews to clarify the data from the first phase. The finding of the study indicates that the opportunities for TELL exploration for pre-service teachers are contributed by the benefits of TELL. In contrast, though undoubtedly necessary, TELL exploration was challenged by some factors, including its basic ICT requirement; its costly features and training; and teachers’ lack of experience, competence, and resources to access technology. Considering the needs, opportunities, and challenges, language teacher education should boost more exposure to TELL for pre-service teachers through TELL exploration in formal training and encourage them to keep developing their professionalism through informal training and other relevant sources on TELL. ABSTRAKKetersediaan berbagai perangkat teknologi untuk mendukung pembelajaran Bahasa yang dianggap sebagai TELL layak untuk dieksplorasi oleh para guru. Penelitian ini dimaksudkan untuk memahami pandangan calon guru tentang peluang dan tantangan dalam eksplorasi mereka terhadap TELL. Desain sequential explanatory mixed methods digunakan untuk memperoleh data dari 34 calon guru yang sebelumnya mempelajari mata kuliah TELL di semester 5. Pada fase pertama penelitian, peserta dilibatkan dalam sebuah survey untuk memperoleh perskpektif umum mereka tentang eksplorasi TELL. Tahap selanjutnya melibatkan 5 peserta yang mengikuti wawancara semi terstruktur untuk memperjelas data pada tahap pertama. Hasil penelitian menunjukkan bahwa peluang explorasi TELL bagi calon guru berasal dari manfaat TELL. Sebaliknya, meskipun sangat diperlukan, eksplorasi TELL terhambat oleh beberapa faktor, termasuk persyaratan TIK dasar TELL, fitur dan pelatihan TELL yang mahal, dan kurangnya pengalaman, kompetensi, dan sumber daya guru untuk mengakses teknologi. Mempertimbangkan kebutuhan, peluang dan tantangan tersebut, pendidikan guru bahasa harus mendorong lebih banyak paparan TELL bagi calon guru melalui eksplorasi TELL dalam pelatihan formal dan mendorong mereka untuk terus mengembangkan profesionalisme melalui pelatihan informal dan sumber relevan lainnya tentang TELL.How to Cite: Ikawati, L.(2022). Pre-Service Teachers’ Exploration on Technology-Enhanced Language Learning (TELL): Opportunities and Challenges. IJEE (Indonesian Journal of English Education), 9(2), 266-288-210. doi:10.15","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47201957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.25482
Reza Anis Maulidya, Didin Nuruddin Hidayat, N. Husna, A. Alek
ABSTRACTThis article is aimed to investigate the power, identity, and ideology behind politeness expressions, as well as the maxims of politeness established by Leech and applied in the English language use of members of the Graduate Program of English Education's OLC. The data were taken in the third semester and one session at UIN Syarif Hidayatullah Jakarta. As a result, the language employed in this study is examined using Fairclough's qualitative design and Critical Discourse Analysis. Following that, the data was evaluated. Eight utterances suggest the employment of the tact maxim, six utterances of the generosity maxim, ten utterances of the approbation maxim, eleven utterances of modesty, and nine utterances of the agreement maxim discovered in the results. The politeness that occurs in the OLC remains that community members maintain politeness level refers to the educational and academic setting that used such expressions of politeness that still include the hidden meaning or critics within the conversations in which they are actively participating. Furthermore, the pedagogical implications of this study revealed that politeness awareness had influenced the effective creation of meaningful teaching and learning processes on how the English language is utilized between higher-level students and the lecturer. Furthermore, this study will likely be part of the literature on politeness in dialogue in the online learning community.ABSTRAKArtikel ini bertujuan untuk menyelidiki kekuatan, identitas, dan ideologi di balik ekspresi kesantunan, serta maksim kesantunan yang ditetapkan oleh Leech dan diterapkan dalam penggunaan bahasa Inggris anggota komunitas pembelajaran online Program Pascasarjana Pendidikan Bahasa Inggris. . Pengambilan data dilakukan pada semester tiga dan satu sesi di UIN Syarif Hidayatullah Jakarta. Akibatnya, bahasa yang digunakan dalam penelitian ini diperiksa dengan menggunakan desain kualitatif Fairclough dan Analisis Wacana Kritis. Setelah itu dilakukan evaluasi terhadap data tersebut. Ada delapan ucapan yang menyarankan penggunaan maksim kebijaksanaan, enam ucapan maksim kedermawanan, sepuluh ucapan maksim pujian, sebelas ucapan maksim kesopanan, dan sembilan ucapan maksim kesepakatan ditemukan dalam hasil penelitian. Kesantunan yang terjadi dalam komunitas pembelajaran online tetap bahwa anggota komunitas mempertahankan tingkat kesopanan mengacu pada setting akademik pendidikan yang menggunakan ungkapan kesantunan yang masih mengandung makna atau kritik tersembunyi dalam percakapan di mana mereka berpartisipasi secara aktif. Selanjutnya, implikasi pedagogis dari penelitian ini mengungkapkan bahwa kesadaran kesantunan telah mempengaruhi penciptaan efektif proses belajar mengajar yang bermakna tentang bagaimana bahasa Inggris digunakan antara mahasiswa tingkat tinggi dan dosen. Selanjutnya, penelitian ini kemungkinan akan menjadi bagian dari literatur tentang penggunaan kesantunan dalam dialog dalam komunitas pembelajara
{"title":"POLITENESS USE IN THE ONLINE ENGLISH LEARNING COMMUNITY AND ITS PEDAGOGICAL IMPLICATION","authors":"Reza Anis Maulidya, Didin Nuruddin Hidayat, N. Husna, A. Alek","doi":"10.15408/ijee.v9i2.25482","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.25482","url":null,"abstract":"ABSTRACTThis article is aimed to investigate the power, identity, and ideology behind politeness expressions, as well as the maxims of politeness established by Leech and applied in the English language use of members of the Graduate Program of English Education's OLC. The data were taken in the third semester and one session at UIN Syarif Hidayatullah Jakarta. As a result, the language employed in this study is examined using Fairclough's qualitative design and Critical Discourse Analysis. Following that, the data was evaluated. Eight utterances suggest the employment of the tact maxim, six utterances of the generosity maxim, ten utterances of the approbation maxim, eleven utterances of modesty, and nine utterances of the agreement maxim discovered in the results. The politeness that occurs in the OLC remains that community members maintain politeness level refers to the educational and academic setting that used such expressions of politeness that still include the hidden meaning or critics within the conversations in which they are actively participating. Furthermore, the pedagogical implications of this study revealed that politeness awareness had influenced the effective creation of meaningful teaching and learning processes on how the English language is utilized between higher-level students and the lecturer. Furthermore, this study will likely be part of the literature on politeness in dialogue in the online learning community.ABSTRAKArtikel ini bertujuan untuk menyelidiki kekuatan, identitas, dan ideologi di balik ekspresi kesantunan, serta maksim kesantunan yang ditetapkan oleh Leech dan diterapkan dalam penggunaan bahasa Inggris anggota komunitas pembelajaran online Program Pascasarjana Pendidikan Bahasa Inggris. . Pengambilan data dilakukan pada semester tiga dan satu sesi di UIN Syarif Hidayatullah Jakarta. Akibatnya, bahasa yang digunakan dalam penelitian ini diperiksa dengan menggunakan desain kualitatif Fairclough dan Analisis Wacana Kritis. Setelah itu dilakukan evaluasi terhadap data tersebut. Ada delapan ucapan yang menyarankan penggunaan maksim kebijaksanaan, enam ucapan maksim kedermawanan, sepuluh ucapan maksim pujian, sebelas ucapan maksim kesopanan, dan sembilan ucapan maksim kesepakatan ditemukan dalam hasil penelitian. Kesantunan yang terjadi dalam komunitas pembelajaran online tetap bahwa anggota komunitas mempertahankan tingkat kesopanan mengacu pada setting akademik pendidikan yang menggunakan ungkapan kesantunan yang masih mengandung makna atau kritik tersembunyi dalam percakapan di mana mereka berpartisipasi secara aktif. Selanjutnya, implikasi pedagogis dari penelitian ini mengungkapkan bahwa kesadaran kesantunan telah mempengaruhi penciptaan efektif proses belajar mengajar yang bermakna tentang bagaimana bahasa Inggris digunakan antara mahasiswa tingkat tinggi dan dosen. Selanjutnya, penelitian ini kemungkinan akan menjadi bagian dari literatur tentang penggunaan kesantunan dalam dialog dalam komunitas pembelajara","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.27481
Wahyunengsih Wahyunengsih, Noni Mia Rahmawati
ABSTRACTCharacter education is needed to shape the students’ characters, one of which is the sense of being tolerant toward differences of cultures in societies around the world. Textbooks are suitable to introduce this value. This study is aimed to develop a primary school source of learning which significantly promotes the value of tolerance in the content. This textbook is aimed to introduce cultures from several parts of the world and stimulates the students' awareness of appreciating diversity. Plomp’s Model in 1997 research dan development (R&D) design is utilized in this present study. The finding shows the researchers can develop an English textbook entitled "The World through English". This book guides the students to enhance their knowledge and sense of tolerance into the level of warm tolerance according to the Interpersonal Tolerance Scale (IPTS) proposed by Thomae (2016). As a result, this study shows that the development of an English textbook with persuasive tolerance value is acceptable and easily comprehended by elementary school students.ABSTRAKPendidikan karakter diperlukan untuk membentuk karakter peserta didik, salah satunya adalah rasa toleran terhadap perbedaan budaya dalam masyarakat di seluruh dunia. Buku teks cocok untuk memperkenalkan nilai ini. Penelitian ini bertujuan untuk mengembangkan sumber belajar sekolah dasar yang secara signifikan mengedepankan nilai toleransi dalam muatannya. Buku ajar ini bertujuan untuk memperkenalkan budaya dari berbagai belahan dunia dan merangsang kesadaran siswa untuk menghargai keberagaman. Model Plomp pada tahun 1997 desain penelitian dan pengembangan (R&D) digunakan dalam penelitian ini. Temuan menunjukkan peneliti dapat mengembangkan buku teks bahasa Inggris berjudul "The World through English". Buku ini membimbing siswa untuk meningkatkan pengetahuan dan rasa toleransi ke tingkat toleransi hangat menurut Skala Toleransi Interpersonal (IPTS) yang diusulkan oleh Thomae (2016). Hasilnya, penelitian ini menunjukkan bahwa pengembangan buku teks bahasa Inggris dengan nilai toleransi persuasif dapat diterima dan mudah dipahami oleh siswa sekolah dasar.How to Cite: Wahyunengsih, Rahmawati, N. M.. (2022). Expanding Primary School Students’ Knowledge and Sense of Tolerance on “The World Through English Textbook”. IJEE (Indonesian Journal of English Education), 9(2), 372-395. doi:10.15408/ijee.v9i2.27481
摘要品格教育是塑造学生品格的必要条件，其中之一就是对世界各国社会文化差异的包容意识。教科书适合介绍这种价值。本研究旨在开发一种小学学习资源，在内容上显著提升宽容的价值。本教材旨在介绍世界各地的文化，激发学生欣赏多样性的意识。本研究采用1997年研究开发(R&D)设计中的Plomp模型。这一发现表明，研究人员可以开发一本名为《英语世界》的英语教科书。本书根据Thomae(2016)提出的人际宽容量表(Interpersonal tolerance Scale, IPTS)，引导学生将知识和宽容意识提升到温暖宽容的水平。因此，本研究表明，开发具有说服宽容价值的英语教科书是小学生可以接受和容易理解的。摘要:pendidikan karakter diperlukan untuk membentuk karakter peserta didik, salah satunya adalah rasa toleran hahadap perbedaan, budaya dalam masyarakat di seluruh dunih。Buku teks可可untuk成员kenalkan nilai ini。Penelitian ini bertujuan untuk mengembangkan number belajar sekolah dasar yang secara signfikan mengedepankan nilai tolerans dalam muatannya。Buku ajar ini bertujuan untuan成员，kenkenalkan budaya dari berbagai belahan dunia dan merangsang kesadaran siswa untuk menghargai keberagaman。模型分析:1997年，设计了penelitian dan pengembangan (R&D)模型。Temuan menunjukkan peneliti dapat mengembangkan buku teks bahasa Inggris意为“通过英语了解世界”。[2][1][1][1][1][1][1][1][1][1]。哈希尼亚，潘尼利亚，我的女儿，我的女儿，我的女儿，我的女儿，我的女儿，我的女儿，我的女儿，我的女儿，我的女儿。如何引用:Wahyunengsih, Rahmawati, n.m.。(2022)。通过英语教材拓展小学生对“世界”的认识和包容意识。印尼英语教育杂志，9(2)，372-395。doi: 10.15408 / ijee.v9i2.27481
{"title":"EXPANDING PRIMARY SCHOOL STUDENTS’ KNOWLEDGE AND SENSE OF TOLERANCE ON “THE WORLD THROUGH ENGLISH TEXTBOOK”","authors":"Wahyunengsih Wahyunengsih, Noni Mia Rahmawati","doi":"10.15408/ijee.v9i2.27481","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.27481","url":null,"abstract":"ABSTRACTCharacter education is needed to shape the students’ characters, one of which is the sense of being tolerant toward differences of cultures in societies around the world. Textbooks are suitable to introduce this value. This study is aimed to develop a primary school source of learning which significantly promotes the value of tolerance in the content. This textbook is aimed to introduce cultures from several parts of the world and stimulates the students' awareness of appreciating diversity. Plomp’s Model in 1997 research dan development (R&D) design is utilized in this present study. The finding shows the researchers can develop an English textbook entitled \"The World through English\". This book guides the students to enhance their knowledge and sense of tolerance into the level of warm tolerance according to the Interpersonal Tolerance Scale (IPTS) proposed by Thomae (2016). As a result, this study shows that the development of an English textbook with persuasive tolerance value is acceptable and easily comprehended by elementary school students.ABSTRAKPendidikan karakter diperlukan untuk membentuk karakter peserta didik, salah satunya adalah rasa toleran terhadap perbedaan budaya dalam masyarakat di seluruh dunia. Buku teks cocok untuk memperkenalkan nilai ini. Penelitian ini bertujuan untuk mengembangkan sumber belajar sekolah dasar yang secara signifikan mengedepankan nilai toleransi dalam muatannya. Buku ajar ini bertujuan untuk memperkenalkan budaya dari berbagai belahan dunia dan merangsang kesadaran siswa untuk menghargai keberagaman. Model Plomp pada tahun 1997 desain penelitian dan pengembangan (R&D) digunakan dalam penelitian ini. Temuan menunjukkan peneliti dapat mengembangkan buku teks bahasa Inggris berjudul \"The World through English\". Buku ini membimbing siswa untuk meningkatkan pengetahuan dan rasa toleransi ke tingkat toleransi hangat menurut Skala Toleransi Interpersonal (IPTS) yang diusulkan oleh Thomae (2016). Hasilnya, penelitian ini menunjukkan bahwa pengembangan buku teks bahasa Inggris dengan nilai toleransi persuasif dapat diterima dan mudah dipahami oleh siswa sekolah dasar.How to Cite: Wahyunengsih, Rahmawati, N. M.. (2022). Expanding Primary School Students’ Knowledge and Sense of Tolerance on “The World Through English Textbook”. IJEE (Indonesian Journal of English Education), 9(2), 372-395. doi:10.15408/ijee.v9i2.27481","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48449137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.15408/ijee.v9i2.27447
I. Putri, S. Susilo, Noor Rachmawaty
ABSTRACTThe article analyzed pre-service teachers’ experiences in designing and implementing instructional videos based on the TPACK framework in their microteaching course. This was a qualitative study in which nine students of English teacher education (i.e., preservice teachers) were the participants who learned to design and implement instructional videos in their micro-teaching course. The data were extracted from the results of the interview and document analyses on their instructional videos made in microteaching class together with other 29 students participating in the class. The data were analyzed by using the interactive model proposed by Miles et al. (2014). The result showed that pre-service teachers had various self-reflections in the experiences of designing and implementing the instructional videos based on the TPACK framework, putting into three phases of steps in design-making and product-implementing. The pre-service teachers’ inadequacies in having the TK and CK caused difficulties in designing the instructional videos in general. Moreover, the pre-service teachers coped with numerous challenges, both personally and technically. Finally, this finding is advisable for 21st-century teacher candidates who should integrate technology into teaching in that they should be technology-alert in any circumstance of teaching.ABSTRAKArtikel ini menganalisis pengalaman calon guru dalam merancang dan mengimplementasikan video instruksional berdasarkan kerangka kerja TPACK dalam kursus microteaching mereka. Ini adalah studi kualitatif di mana sembilan siswa pendidikan guru bahasa Inggris (yaitu, calon guru) adalah peserta yang belajar merancang dan mengimplementasikan video instruksional dalam kursus micro-teaching mereka. Data diambil dari hasil wawancara dan analisis dokumen pada video instruksional mereka yang dibuat di kelas microteaching bersama dengan 29 siswa lain yang berpartisipasi di kelas tersebut. Data dianalisis dengan menggunakan model interaktif yang diusulkan oleh Miles et al. (2014). Hasil penelitian menunjukkan bahwa calon guru memiliki berbagai refleksi diri dalam pengalaman merancang dan mengimplementasikan video pembelajaran berdasarkan kerangka TPACK, menempatkan ke dalam tiga fase langkah dalam pembuatan desain dan implementasi produk. Kekurangan guru prajabatan dalam memiliki TK dan CK menyebabkan kesulitan dalam merancang video pembelajaran secara umum. Selain itu, calon guru menghadapi berbagai tantangan, baik secara pribadi maupun teknis. Akhirnya, temuan ini disarankan untuk calon guru abad ke-21 yang harus mengintegrasikan teknologi ke dalam pengajaran karena mereka harus mewaspadai teknologi dalam segala situasi pengajaran.How to Cite: Putri I., Susilo, Rachmawaty, N.(2022). EFL Pre-Service Teachers’ Experiences in Designing TPACK -Based Instructional Videos . IJEE (Indonesian Journal of English Education), 9(2), 334-357. doi:10.15408/ijee.v9i2.27447
{"title":"EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN DESIGNING TPACK -BASED INSTRUCTIONAL VIDEOS","authors":"I. Putri, S. Susilo, Noor Rachmawaty","doi":"10.15408/ijee.v9i2.27447","DOIUrl":"https://doi.org/10.15408/ijee.v9i2.27447","url":null,"abstract":"ABSTRACTThe article analyzed pre-service teachers’ experiences in designing and implementing instructional videos based on the TPACK framework in their microteaching course. This was a qualitative study in which nine students of English teacher education (i.e., preservice teachers) were the participants who learned to design and implement instructional videos in their micro-teaching course. The data were extracted from the results of the interview and document analyses on their instructional videos made in microteaching class together with other 29 students participating in the class. The data were analyzed by using the interactive model proposed by Miles et al. (2014). The result showed that pre-service teachers had various self-reflections in the experiences of designing and implementing the instructional videos based on the TPACK framework, putting into three phases of steps in design-making and product-implementing. The pre-service teachers’ inadequacies in having the TK and CK caused difficulties in designing the instructional videos in general. Moreover, the pre-service teachers coped with numerous challenges, both personally and technically. Finally, this finding is advisable for 21st-century teacher candidates who should integrate technology into teaching in that they should be technology-alert in any circumstance of teaching.ABSTRAKArtikel ini menganalisis pengalaman calon guru dalam merancang dan mengimplementasikan video instruksional berdasarkan kerangka kerja TPACK dalam kursus microteaching mereka. Ini adalah studi kualitatif di mana sembilan siswa pendidikan guru bahasa Inggris (yaitu, calon guru) adalah peserta yang belajar merancang dan mengimplementasikan video instruksional dalam kursus micro-teaching mereka. Data diambil dari hasil wawancara dan analisis dokumen pada video instruksional mereka yang dibuat di kelas microteaching bersama dengan 29 siswa lain yang berpartisipasi di kelas tersebut. Data dianalisis dengan menggunakan model interaktif yang diusulkan oleh Miles et al. (2014). Hasil penelitian menunjukkan bahwa calon guru memiliki berbagai refleksi diri dalam pengalaman merancang dan mengimplementasikan video pembelajaran berdasarkan kerangka TPACK, menempatkan ke dalam tiga fase langkah dalam pembuatan desain dan implementasi produk. Kekurangan guru prajabatan dalam memiliki TK dan CK menyebabkan kesulitan dalam merancang video pembelajaran secara umum. Selain itu, calon guru menghadapi berbagai tantangan, baik secara pribadi maupun teknis. Akhirnya, temuan ini disarankan untuk calon guru abad ke-21 yang harus mengintegrasikan teknologi ke dalam pengajaran karena mereka harus mewaspadai teknologi dalam segala situasi pengajaran.How to Cite: Putri I., Susilo, Rachmawaty, N.(2022). EFL Pre-Service Teachers’ Experiences in Designing TPACK -Based Instructional Videos . IJEE (Indonesian Journal of English Education), 9(2), 334-357. doi:10.15408/ijee.v9i2.27447","PeriodicalId":31076,"journal":{"name":"IJEE Indonesian Journal of English Education","volume":"9 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：