Anselmus Sudirman
@ustjogja.ac.id
English Education Department
Universitas Sarjanawiyata Tamansiswa, Yogyakarta
RESEARCH INTERESTS
Academic writing
EFL
ELT
Scopus Publications
Scopus Publications
Anselmus Sudirman, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto, Rr. Hasti Robiasih, Isti’anatul Hikmah, Andhi Dwi Nugroho, J. C. Setyo Karjono, Titi Lestari, Theresia Laksmi Widyarini, Afria Dian Prastanti,et al.
Society for Research and Knowledge Management
Reflective practice provides positive reinforcements for students in higher education to develop reflective writing skills, allowing them to enhance academic performance, self-reflection, decision-making and problem-solving strategies. This systematic review aims to describe essential aspects of reinforcing reflective practice through reflective writing and the contributions of reflective practice to the praxis of the students’ reflective writing skills in higher education. Using 20 of 745 peer-reviewed articles published from 2018 to 2024 in Scopus and Web of Science-indexed journals, this research applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to underpin the data search and identification criteria, data selection and data analysis procedures. The findings show that reflective practice embedded in reflective writing can enhance students' academic performance, particularly reflective writing skills, self-reflection and appreciation of diverse cultures, shared beliefs and values and other practices across disciplines. Such vital aspects contribute to the praxis of effortful reflective writing skills developed to implement the processes of writing essays reflectively while concentrating on collaboration, critical thinking skills, deep learning and feedback. This reflective practice assists students in reinforcing their enthusiasm to keep writing reflective essays regardless of challenges and hindrances they encounter. The more time they spend on reflective writing skills, the more they will likely appreciate reflective practice that cultivates the powerful values behind writing activities.
Moh. Rusnoto Susanto, Anselmus Sudirman, Shafa Selimanorita, Siti Mariah, Abdul Rahim, A. Sudjud Dartanto, M. Dwi Marianto, and Andrik Musfalri
AIP Publishing
Rr. Hasti Robiasih, Afri Yudi Hastuti, and Anselmus Sudirman
Sciedu Press
This study was conducted to develop AKM-like English reading literacy for EFL students and to reveal the different reading strategies. The researchers went through preliminary and formative stages using a development study design. The study generated valid, practical, and potentially AKM-like English reading literacy effects for EFL students. The product satisfies the criteria of validity, practicability, and effectiveness. The students were motivated, engaged, and challenged as the potential effect of the assessment. Most students had high critical reading skills in accessing, retrieving, interpreting, integrating, evaluating, and reflecting on the AKM-like English reading literacy test. The study also revealed that the students used a schemata theory in developing their critical reading ability. To improve students' critical reading literacy and introduce different reading comprehension techniques, EFL teachers should use appropriate types of texts to select students' contextualized world topics.
Anselmus Sudirman, Adria Vitalya Gemilang, and Thadius Marhendra Adi Kristanto
Society for Research and Knowledge Management
writing that has significant impacts on student writers worldwide and identify the qualities of reflective journal writing that foster transformative practices involving personal, relational, and intellectual activities. This systematic literature review incorporated important theoretical frameworks into acceptable convictions. A thorough analysis of 20 recently published research articles (out of 450) from 2016 to 2021 aimed to present written arguments that support thesis positions and credible evidence, as well as determine the global contexts of writing practices. The findings showed that reflective journal writing reinforced a profound transformation to further explore self-discovery, self-inquiry, and critical ideas. It is also concerned with writing performance, as well as the advancement of cognitive and metacognitive writing skills. Reflective journal writers' voices empowered significant changes in a variety of writing aspects, including personal idea exploration, creativity, self-organization, and professional practice development. These findings have implications for encouraging critical reflection, self-expression, and critical thinking among students. They should write reflective journals that can have an impact on a global community and allow them to bring about transformations.
Anselmus Sudirman, Adria Vitalya Gemilang, and Thadius Marhendra Adi Kristanto
LPPM Unsyiah
English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.
Anselmus Sudirman, Adria Vitalya Gemilang, and Hendrikus Male
Society for Research and Knowledge Management
The phrasal expressions in research proposals represent an integral semantic unit coherently, including the basic academic phrases and syntactic elements. The objectives of this research are (1) to describe the types of academic writing phrases in EFL students' research proposals, (2) to find out the benefits of academic writing phrases, and (3) the problems that EFL students faced while constructing academic writing phrases. This interpretive/qualitative research seeks to identify, classify, and analyse data pertaining to the academic writing phrases in 28 research proposals. The results show the academic writing phrases that are organised into introducing the topic using specific writing phrases and guidelines, identifying the significance of the issue, the scopes and objectives of the research, the review of literature, and the explanation of key terms. These contributions confirm the benefits of academic writing phrases for educational purposes, namely to pursue knowledge of EFL writing, encourage self-confidence, support self-awareness and modify writing practices. As reflected through the interview results, however, EFL students are afraid of making mistakes, and they find it hard to explore ideas and use academic writing phrases to enhance linguistic advancement, metalinguistic knowledge, phrasal familiarity, clarity, and acceptability. The pedagogical implications of the findings merit further considerations. https://doi.org/10.26803/ijlter.19.7.3
C Mahanani, S Wening, M R Susanto, and A Sudirman
IOP Publishing
The objectives of this research are to describe laboratory knowledge, teaching experience, work motivation and laboratory management, to know the influence of knowledge, teaching experience, and work motivation on the laboratory management either independently or collectively, and to know the contents of the laboratory, teaching experience, and work motivation in terms of the laboratory management organized either independently or collectively. This research is an ex post facto research along with a correlational approach. The population of samples comprised 36 teachers of the Dress Fashion in Yogyakarta City. The results showed a significant influence of the laboratory knowledge on the laboratory management with the f count of 15.597. There was a significant influence of teaching practice experience on the laboratory management with the f count of 5.119; there was a significant influence of work motivation on the laboratory management with the f count of 17.207, and there was a significant influence of laboratory knowledge, practical teaching experience, and work motivation on the laboratory management at the Vocational School teachers of Yogyakarta City with the f count of 10.848, and laboratory knowledge variables, practice teaching experience and work motivation (50.4%) simultaneously influenced the laboratory management.
M R Susanto, D Susanto, S A Finanda, A Sudirman, and C Mahanani
IOP Publishing
The learning process in the experimental design of visual communication design is one of the in-depth processes of the design methodology application. The objectives of this study include (1) increasing the effectiveness of self-organising system method to spur the level of creativity; (2) Improving the quality of the experimental learning process technically; and (3) Testing the effectiveness of self-organising system method. This type of research used qualitative research that reflectively describes the findings of factual data regarding the development of the learning process and the effectiveness of the self-organising system in the field. Data collection procedures used the reflection model proposed by Ralph, namely, reflective and intuitive designs. The research results show that (1) learning outcomes can be improved through the process of creativity as a result of experimental learning methods of visual communication design and the application of the self-organising system design method, (2) the quality of experimental learning processes can be improved through the self-organising system design method as an alternative of experimental learning in the visual communication design course, and (3) effectiveness of the strategy can be tested through the self-organising system method that significantly influences the experimental learning process in the visual communication design course.
A Sudirman
IOP Publishing