Astri Hapsari | Islamic University of Indonesia (original) (raw)

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Conference Presentations by Astri Hapsari

The aims of the conference are primarily providing participants with some overview and understand... more The aims of the conference are primarily providing participants with some overview and understanding of inovations in qualitative research, actualising all aspects relating to the improvement of science teaching and strategies for teaching English as a foreign language in Indonesia, share opinions and knowledge on issues of teaching and the latest research related to teaching English, motivate teachers to carry out the research and publication of scientific papers and to disseminate the results of scientific work.

Rooting from Vygotskyan school of thought, social constructivism has been in the center of post-s... more Rooting from Vygotskyan school of thought, social constructivism has been in the center of post-structuralist theoretical framework in second language acquisition and learning. Two of the crucial concept in social constructivism are collaborative learning and zone proximal development (ZPD) which enable learners to practice their higher order thinking process through their interaction with more knowledgable others such as lecturers or peers (Lantolf, 2014; Marchenkova, 2005). This essay will describe how the concept of collaborative learning and ZPD is set in teaching content subject in English as a foreign language (EFL) classroom. The content subject is Teaching Methodologies taught for second semester English Language Education Department students, Universitas Islam Indonesia. Using bilingual approach, the course design consists of four cycles uses various teaching and learning strategies such as lecturing and group discussion in the first cycle, group presentation in the second, lecturing and group discussion and group simulation in the third, followed by writing a proposal for Program Kreativitas Mahasiswa (PKM) academic year 2015/2016 in the fourth cycle.

Creativity and innovation are the keys to facilitate the different needs of students in English L... more Creativity and innovation are the keys to facilitate the different needs of students in English Language Teaching. In order to facilitate students’ creativity and innovation, the Department of English Language Education, Universitas Islam Indonesia offers Language, Society and Culture coursework in fifth semester which produces short documentary films. The coursework is project-based and designed based on the four aspects of a constructivist learning environment. This study describes how students perceive the constructivist learning environment of the course design. By using Constructivist Learning Environment Survey (CLES), this research involves 31 students taking the coursework in academic year 2015/2016 as respondents. The data were collected from September 2015 until January 2016 and analysed by using descriptive statistics. Means of each items are rated from strongly positive to strongly negative. The study reveals positive results in some items of the four aspects of a constructivist learning environment. In negotiation, the results are positive for asking others’ ideas, talking sensibly to solve problems, and trying to make sense others’ ideas. In prior knowledge, the results are positive in the way that learning environment makes the students think about real life problems and their interest. In autonomy, the students perceive that they think hard about their own ideas and solutions, and decide the time to an activity. Finally, in student centeredness, the results are positive in the way the teacher expect them to remember important ideas, insist the activities be completed on time, and show them correct method in problem solving and in the way the students learn teacher’s method in doing investigation.

In the field of English language teaching, the contemporary paradigm to teach culture has shifted... more In the field of English language teaching, the contemporary paradigm to teach culture has shifted into intercultural language teaching. This new paradigm requires language teachers to consider how language shapes human interaction and relationships (Lo Bianco, et.all, 1999), which means the content taught in language teaching can also shape the academic culture that can be different from both the teacher and the students’ culture. The academic culture of 21st century education requires learners to master life skills for psychosocial competence (World Health Organization, 1993). WHO (1993) classifies life skills in education into ten, which are: decision making, problem solving, creative thinking, critical thinking, effective communication, interpersonal relationship skills, self awareness, emphaty, coping with emotion and coping with stress. These skills are important to be integrated in the curriculum to educate children and adolescents. This paper will discuss how life skills as defined by WHO (1993) is taught and implemented in English for Psychology for the students of Department of Psychology , Universitas Islam Indonesia. Using Content and Language Integrated Learning (CLIL) approach, the content of life skills is implemented in group listening task, group presentation , individual poster assignment and individual essays.
Keywords: Life skills, English for Psychology, Content and Language Integrated Learning (CLIL) approach.

The materials are developed for a group of students from Yogyakarta to prepare for their five day... more The materials are developed for a group of students from Yogyakarta to prepare for their five day excursion in an English speaking country. The use of authentic materials for language input is considered to be beneficial for the learners in order to build sufficient schemata for target language use and to make them familiar with target culture. The topic of the lesson covered in the unit is market life. Using an integrated communicative approach which includes four macro skills and functional grammar focus, two types of tasks are developed: a listening task, as the source of comprehensible input and authentic materials, and " oral fluency practices " (Ur, 1996) which consist of several tasks such as : the repetition of the model sentence in presentation stage, reading aloud in the practice stage, and role play in the production stage. All of the materials fulfill what Brown (2007) describes as the role of material in communicative approach: they are authentic, task-based and facilitate language use.

modern drama scripts are valuable authentic materials in EFL curriculum framework. Commonly, theu... more modern drama scripts are valuable authentic materials in EFL curriculum framework. Commonly, theuse of drama script in EFL context is either limited to adapting an extract as a resource of classroom discussion or using the full version of the script to perform drama on stage. This essay presents an innovation in using modern drama in Teaching English as a Foreign Language (TEFL) context by providing five components in the learning process: knowledge on literary competence, close reading by doing role play, content group discussion,
aesthetic/efferent response, and using movie. This essay also elaborates the literature-based unit of work and the design of assessment tasks. The course design refers to social-constructionist theory (Vygotsky), three approaches of literary teaching (Lazar, 1993), process-based teaching (Carter and McRae, 1994), and balancing between aesthetic and efferent response (Tutas as cited in Paran, 2006). This course design offers a
comprehensive literature learning that can be implemented in any EFL learning programs.
Keywords: Modern Drama, Curriculum Framework, TEFL

Academic honesty is a moral value that must be sustained in an academic culture. It involves ackn... more Academic honesty is a moral value that must be sustained in an academic culture. It involves acknowledging the originality of an idea and avoiding misconduct such as cheating and copying others’ work without proper acknowledgement. This value will bring advancement to knowledge, because learners are able to trace knowledge’s origins. Therefore, academic honesty should be integrated in the course assessment framework. One of the instruments to assess this moral value is performance-based assessment, which requires learners to perform tasks that are “as authentic as possible” and are “rated by qualified judges” (Norris et al.,1998, p. 8). Thus, performance-based assessment rubrics enable learners to reflect on their ability to demonstrate academic honesty in their classroom tasks. Moreover, these rubrics also increase learners’ awareness of plagiarism issues. This presentation discusses how to design and implement the criteria of academic honesty in performance-based assessment rubrics. It also highlights the importance of the dynamic assessment framework in order to internalize the moral values of academic honesty in learners’ learning habits.
Keywords: performance-based assessment rubrics, academic honesty, college students

Taking into account the “three circle model” of World Englishes (Kachru, 1985), Indonesia is incl... more Taking into account the “three circle model” of World Englishes (Kachru, 1985), Indonesia is included in expanding circle countries where English is used in an English as a foreign language (EFL) context. Therefore, teachers of English in Indonesia are mostly teachers who learn English as an EFL subject. As the paradigm of English language teaching is now shifting towards teaching English as an international language (EIL), learning English is not only seen from the view that the learners have achieved certain degree of native speakers’ communicative competence but also that learners may have a sense of their local identity expressed in English to communicate successfully in the international setting. This new paradigm opens the opportunity for teachers in expanding circle countries to have the same opportunities as teachers who are native speakers of English. Using Canale and Swain’s (1980) model of communicative competence, this essay analyzes one significant question in English language teaching in Indonesia: whether native-speaker instructors are better than nonnative-speaker instructors in delivering lessons in the classrooms.
Keywords: native speaker instructors, nonnative speaker instructors, communicative competence, English as an International Language (EIL).

Republic of Indonesia 2013 curriculum (Kurikulum 2013) development uses socio-eco-cultural appro... more Republic of Indonesia 2013 curriculum (Kurikulum 2013) development uses socio-eco-cultural approach which integrates the moral education of local wisdom to the subject matters (Ministry of Education and Culture, 2012). The challenge identified in English as one of the subject matters is to what extent the moral values are integrated in the lesson plan so that it will not lose its language focus to improve the students’ English proficiency. While acknowledging the importance of moral education of the local wisdom to be integrated in the lesson plan, this paper further highlights some important points of culture as the product of classroom interaction.