Restu Mufanti

This research aimed to seek the light on how the advisors made a use of feedback during supervisory panel and find out how different ways and types of feedback impacted on student-writers’ thesis outcomes. Qualitative study was applied by involving three tenured lecturers at College of Islamic Studies, in Java as the research subjects. Two data collection techniques were applied, such as interview and documentation, to trace evidence on what types of feedback used, how students noticed, and how they impacted on subsequent drafts. This study revealed that indirect feedback using error codes and commentary was the most frequent form used during the advisory session. However, the mere use of feedback could only serve a short-term impact on the development of writing, and even it seemed only to spoon-feed them which could create burdens in writing. It was quite evident that engaging them in such self-regulated and interdependence group works, through problem-solving discussion and peer ...

English for Informatics Engineering (EIE, hereafter) is significantly requisite for tertiary students. Since EIE is one of English for Specific Purposes (ESP, hereafter) branches, it has particular inescapable characteristics. Teaching materials for EIE should be composed and delivered based on those attributes. Although the materials can be adapted from various resources, developing materials for EIE should definitely follow pedagogical standardized procedures. This article aims to present how material development for EIE is designed based on need analysis results described in a previous research (Nimasari, 2018) and developed according to a specific ESP teaching approach. This current study is a further examination of need analysis results implemented in a coursebook for Informatics Engineering students in a private university in Indonesia. As a part of research and development project research, this study focuses on developing preliminary form of product that includes a prototype...

This study was intended to investigate the supporting factors and barriers of students to communicate in a speaking class at a college level. The study was triggered by the fact that most of the students were passive and speechless during a speaking class. Many students showed only minor improvement although they had taken the class of speaking for at least five semesters. Qualitative research design was used to investigate the phenomena. A questionnaire for 23 participants and an in depth interview for the most passive 6 students were used for data. The participants were the students of the English Department. Data analysis indicated some supporting factors and some barriers for the students to actively speak in class. The supporting factors covered encouragement, empathy, and care from others students as well as the teacher. The barriers to communicate in a speaking class mostly came from the students themselves, namely: worry, scare, shyness, unconfidence, and uncomfortableness. Moreover, the study also showed that the only place for them to practice their communication in English is only class. Based on what has been shown by this study, it is suggested to support as what they need and eliminate their barriers to facilitate students as what they need. Teachers need to a range of techniques that can be used to address the problems, a range of techniques how to encourage, empathy, and care. Furthermore, Teachers also need to a range of techniques to eliminate the students’ feelings much on worry, scare, shyness, unconfidence, and uncomfortableness.

Key words: supporting factors, barriers, speaking

This paper discusses on whatsapp as one of populer technology mesangers to explore students’ writing. Based on the writer’s experience in teaching English For Specific Purposes at Information Technology Students, using whatsApp can be an alternative way to explore students to write in English. It allows students to involve online conversation and create student’s confidence to use English in their daily communication. There are two forms of conversation; independent conversation and dependent conversation. Independent conversation allows students to communicate between themselves to discuss anything they want to discuss and teachers are not involved in students’ online dialogues. Dependent conversation is the conversation happen guided by teacher and the teachers are actively involved in online dialogue.  This media can help the students to build their confidence to write in English. Based on the questioner distributed to the students about their experience learning English using WhatsApp, they feel happy, enthusiasm and confident. Technically speaking, WhatsApp is one of the newest technology that can be used in education area, especially to explore students’ writing.
Key words: WhatsApp Conversation, Writing

This classroom action research was intended to improve the students’ reading comprehension achievement by employing Schemata theory based pre-reading activities. It was started by conducting preliminary study to get the first hand data about the English teaching and learning process, and to identify the initial problems faced by the English teacher and students, especially in the process of reading. In addition, classroom action research with cycle model was carried out in two cycles; each cycle consisted of two meetings covering four main steps, they were preparation of the action, implementation, classroom observation and reflection. The research subjects were the students of SMA Negeri 1 Banyuwangi, especially class XI IPS 2. The result of reflection of the actions revealed that the students’ reading achievement had improved from 66.9 in Cycle I up to 73.1 in Cycle II. Furthermore, the improvement of students’ achievement in reading comprehension was in line with the increasing of their participation in the reading activities. In sum, the actions given could improve the quality of the teaching and learning reading process and fulfilled the criteria of success

Key words: reading skill, schemata, pre-reading activities

This paper attempts to explore potential educational benefits and challenges of implementing structured controversy in EFL learning at university level. Structured controversy is a model of cooperative learning that occupy intellectual conflict to facilitate students broaden and deepen understanding related to particular issue/ topic. It is asserted that providing students with opportunities to engage in structured controversy activities enables them to have their own ideas and conclusions challenged by advocates of an opposing position. Students are better able to develop a strong argument in defining and interpreting issues, developing and evaluating solutions, developing a plan based on a selected solution, and reflecting on the learning outcomes. Thus, at least threefold benefits are gained through the process of structured controversy: (a) giving students a chance to work collaboratively in free risk situation, (b) providing negotiation of meaning and peer assistance, and (c) shaping college students’ high order thinking. As the application of structured controversy brings benefits much in learning and provides support both theories and empirical studies, teachers are suggested to incorporate it in their teaching especially in EFL context.

This study is to investigate the learning strategies applied by low-level leaners, the results of which can be used as the basis for placing them in an English language speaking class. Specifically this study is to find an answer ‘To what extent do low-level leaners use social strategies in learning to speak English?’ Observation and an in-depth interviews were used to collect the data which were in the form of the subjects’ spoken utterances (verbal behavior) and their accompanying actions (non-verbal behavior). The data were analyzed using the social language learning strategies (SLLS) proposed by Rebecca Oxford. Three university leaners from the third semester who are of the same level of proficiency were selected as the subjects of the study. Results of the data analysis show that the low-level leaners (LLLs) do not use all social strategies in speaking activities. Based on what has been shown by this study, it is suggested that supportive teacher behaviors, i.e., building leaners’ confident, giving motivation during the teaching, listening  attentively to students while speaking, giving hints and encouragement, being responsive to student questions, creating natural setting and showing  students empathy need to be provided in speaking class activities to explore leaners social strategies.

Artikel ini bertujuan untuk merefleksi dan menjelaskan tentang penumbuhan soft skill siswa dalam proses pembelajaran. Proses pembelajaran didalam kelas identik dengan pemberian ilmu pengetahuan dari guru ke peserta didik dengan tujuan untuk mencerdaskan peserta didik. Pemberian materi pelajaran ini disebut pula dengan pemberian hard skill. Akan tetapi pemberian hard skill tidaklah cukup untuk membekali siswa dalam kehidupan bermasyarakat ataupun lingkungan kerja. Disinilah perlunya penumbuhan soft skill untuk memberikan kesimbangan hard skill yang dimiliki siswa. Untuk mencapai tujuan tersebut, dalam proses pembelajaran perlu terus dilatih untuk menumbuhkan soft skill siswa berupa sikap tanggung jawab, disiplin diri, jujur, ramah, beretika, kreatif, bekerja keras dan percaya diri. Sikap-sikap tersebut akan membawa siswa kearah kecerdasan emosional yang baik (Emotional Intelligence). Peran guru sangatlah penting untuk bisa memberikan soft skill dalam setiap proses pembelajaran. Dengan penumbuhan sikap-sikap tersebut diyakini bisa membawa siswa dalam bersosialisasi yang baik di lingkungan sekolah, masyarakat dan kerja.

ABSTRACT. This study was intended to investigate the supporting factors and barriers of students to communicate in a speaking class at a college level. The study was triggered by the fact that most of the students were passive and speechless during a speaking class. Many students showed only minor improvement although they had taken the class of speaking for at least five semesters. Qualitative research design was used to investigate the phenomena. A questionnaire for 23 participants and an in depth interview for the most passive 6 students were used for data. The participants were the students of the English Department. Data analysis indicated some supporting factors and some barriers for the students to actively speak in class. The supporting factors covered encouragement, empathy, and care from others students as well as the teacher. The barriers to communicate in a speaking class mostly came from the students themselves, namely: worry, scare, shyness, unconfidence, and uncomfortableness. Moreover, the study also showed that the only place for them to practice their communication in English is only class. Based on what has been shown by this study, it is suggested to support as what they need and eliminate their barriers to facilitate students as what they need. Teachers need to a range of techniques that can be used to address the problems, a range of techniques how to encourage, empathy, and care. Furthermore, Teachers also need to a range of techniques to eliminate the students’ feelings much on worry, scare, shyness, unconfidence, and uncomfortableness.

ABSTRACT. This study investigated low-proficient students’s notices towards indirect corrective feedback that focused on three language aspects, i.e., lexis, grammar, and content. Observation on the students’ noticing towards the revised versions of the essay and interviews to six subjects were conducted to reveal the phenomena. This study revealed that low-proficient students were weak in noticing errors, failed to recall their knowledge, tended to ignore or make unintended changes in processing the feedback and guess the problem, reordered the sentence, rephrased the sentence structure by using simpler words and avoided the use of the complicated words or removed the idea when they got difficulties in revising the sentence
Key words: Noticing, Corrective Feedback, Writing

‘Can I be a public speaker?’  Yes everybody can be a great public speaker. Can I be a public speaker is a speaking book for beginner students who want to speak in English in front of public. This book provides effective speaking materials to help beginner students understand how to prepare the speech and how to deliver the speech. To make this book appropriate for student’s needs, the vocabulary and grammar used are simple for students to understand. By reading ‘Can I be a public speaker?’, the students will be able to prepare the speech, shape their critical thinking, organize their speech, manage their speech and deliver their speech effectively, correctly, acceptable, comfortable and beautifully. Hopefully, this book can overcome the students’ fear and panic of speaking in public.

Penelitian ini bertujuan untuk (1) mendiskripsikan strategi umpan balik perbaikan yang digunakan dosen terhadap karya tulis mahasiswa dan (2) mengeksplorasi faktor-faktor yang mendasari pertimbangan dosen dalam memberikan umpan balik perbaikan. Hal ini mendasarkan pada hasil studi awal yang menunjukkan bahwa umpan balik perbaikan diberikan dosen secara bervariasi dan analisa sementara dari draft revisi karya tulis mahasiswa menunjukkan hasil senada. Seperti temuan penelitian Mufanti (2014) bahwa mereka memproses umpan balik dosen secara berbeda. Di sisi lain, ada hal menarik untuk diinvestigasi lebih lanjut yaitu bagaimana strategi dosen dalam memberikan umpan balik dan faktor-faktor apa saja yang melandasinya.

This paper discusses on whatsapp as one of populer technology mesangers to explore students " writing. Based on the writer " s experience in teaching English For Specific Purposes at Information Technology Students, using whatsApp can be an alternative way to explore students to write in English. It allows students to involve online conversation and create student " s confidence to use English in their daily communication. There are two forms of conversation; independent conversation and dependent conversation. Independent conversation allows students to communicate between themselves to discuss anything they want to discuss and teachers are not involved in students " online dialogues. Dependent conversation is the conversation happen guided by teacher and the teachers are actively involved in online dialogue. This media can help the students to build their confidence to write in English. Based on the questioner distributed to the students about their experience learning English using WhatsApp, they feel happy, enthusiasm and confident. Technically speaking, WhatsApp is one of the newest technology that can be used in education area, especially to explore students " writing.

University is an organization that creates academic people. It is expected that the graduations have good quality to be able to compete in world area. Government also expects that the graduation from many universities in Indonesia both from urban and remote areas have the same quality. Based on the view, National Qualification Framework (NQF) is a need to be implemented in the university. However, there will be some impacts to implement this rule especially for privates universities. Knowing the impacts will help the government knows the problems faced by private universities especially in suburban area. In this case, I just want to explain what is NQF, and why it is a must to implement it, and what are the impacts of this changing for private universities in suburban areas and suggestion.  It is expected that it is a must, universities must implement the NQF, the government should take care of and keep watch the implementation of new curriculum with NQF in higher education especially for private universities in remote area. Intensive socialization and frequently monitoring is needed to make the curriculum developer comprehend with each step of changing the curriculum.

Penelitian ini bertujuan untuk mendiskripsikan bagaimana pendidik menggunakan strategi bertanya dan aplikasi bahasa efektif untuk membangun skemata mahasiswa dalam proses awal membaca. Desain studi kualitatif digunakan dengan melibatkan seorang dosen sebagai subyek beserta satu kelas yang diampu terdiri dari 31 mahasiswa prodi bahasa Inggris. Data diambil dari ujaran bahasa (verbal) dan bahasa tubuh (non-verbal) yang digunakan dosen ketika mengaktifkan skemata mahasiswa dengan menggunakan observasi kelas, audio-taping, dan interview. Data yang kumpulkan kemudian ditrianggulasi untuk menjamin validitas dan konsistensi hasil yang diperoleh. Hasil penelitian menunjukkan bahwa berbagai variasi strategi bertanya, khususnya probing, redirecting, dan reinforcement, diaplikasikan dengan baik oleh subyek untuk meningkatkan motivasi dan perhatian mereka terhadap materi, memberikan kesempatan luas bagi mereka untuk mengingat kembali pengetahuan awal yang dimiliki, dan memudahkan mereka memprediksi materi baru yang dipelajari. Selain itu, penggunaan bahasa subyek dalam memfasilitasi belajar mahasiswa cukup efektif untuk menciptakan kondisi kelas yang komunikatif. Hal ini karena beberapa fitur-fitur bahasa komukatif mampu diterapkan dengan tepat oleh subyek, seperti penggunaan pertanyaan referensial, pemberian umpan balik fokus pada isi, modifikasi berbicara dan negosiasi makna.