Eko Suhartoyo
@unisma.ac.id
https://fkip.unisma.ac.id
Universitas Islam Malang
RESEARCH, TEACHING, or OTHER INTERESTS
Language and Linguistics, Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Rida Afrilyasanti, Eko Suhartoyo, and Utami Widiati
Emerald
Purpose Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts. Design/methodology/approach This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data. Findings By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically. Research limitations/implications HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings. Practical implications The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom. Social implications The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio. Originality/value Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.
Rida Afrilyasanti, Yazid Basthomi, and Eko Suhartoyo
Informa UK Limited
Afif Ikhwanul Muslimin and Eko Suhartoyo
The Association of Professors of English and Translation at Arab Universities - APETAU
Indonesian EFL learners are diverse in personalities, choices of language learning strategies (LLSs), learning environments, and many others, which may influence their success in EFL learning and performance. Considering the diversities, two elementary school students (ESSs) studying at a private Islamic elementary school (PIES) surpassed other participants from many schools in some English Olympiads around East Java, Indonesia. Hence, the present study was aimed at delving into the stories of two successful EFL learners in an Islamic elementary school in Bojonegoro, East Java, Indonesia. To gather the data, documentation on the participants' achievements artifacts (i.e., certificates, trophies, and medals) and semi-structured interviews to dig deeper into their EFL learning strategies to achieve success were conducted. The participants were requested to read the article draft to validate the data. Prior to the data gathering, both participants signed a letter of consent. The results revealed that each possessed distinct personalities that influenced their choices of EFL LLSs. These LLSs were boosted by the family and learning environment motifs, which further brought them to participate in and win the English Olympiads. Henceforth, it urges surroundings to aid ESSs in understanding their personalities, accommodates their LLSs, and provides a motivating environment.
Luluk Sri Agus Prasetyoningsih, Eko Suhartoyo, and M. Faruq Ubaidillah
Slovenska Vzdelavacia a Obstaravacia s.r.o.
This study documented illocutionary acts employed by Indonesian children who had autism spectrum disorder (ASD). Twelve children were recruited using a convenience sampling technique. The data were gathered through in-depth observation and clinical intervention settings. These data were then analyzed qualitatively. The findings of this study portrayed that the participants employed three illocutionary acts in their communication. They employed directive (D), expressive (E), assertive, and speech acts (A) or DEA. Interestingly, the participants did not produce commissive and declarative utterances. Instead, they used declaration (D), interrogative (I), and imperative (I) speech acts. Based on the findings, it can be asserted that in terms of communication skills, the participants generally deployed simple directive, assertive, and expressive (DEA) speech acts with a direct literal speech act strategy. This study also suggested that in language learning and clinical intervention, teachers or therapists should consider the individual condition and understand the autistic children’s illocutionary speech acts.