Articles
<![CDATA[ULASAN ARTIKEL ILMIAH ASSESING THE QUALITY OF ARGUMENTS IN STUDENTS’ PERSUASIVE WRITING ]]>
<![CDATA[Adara, Reza Anggriyashati]]>
<![CDATA[ Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 2 No 2 (2017): MAKNA : Jurnal Kajian Komunikasi, Bahasa dan Budaya ]]>
Publisher : <![CDATA[Fakultas Komunikasi, Sastra, dan Bahasa ]]>
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DOI: 10.33558/makna.v2i2.789
<![CDATA[This review critically analyses research methodologies of two research articles (RA) which titled Assessing the quality of arguments in students? persuasive writing: A case study analysing the relationship between surface structure and substance by Stapleton and Wu (2015) and Disciplinary and ethnolinguistic influences on citation in research articles by Hu and Wang (2014). Whereas Stapleton and Wu (2015) used Toulmin model and questionnaires to gather data, Hu and Wang (2014) applied CBA (Corpus-Based Approach). Although methodologies used in both RAs are suitable for the research, the questionnaires used in Stapleton and Wu (2015) will gather better result with slightly different wording. Besides analysing the methodologies, the review also discusses the implications of those RAs to EAP teaching]]>
<![CDATA[Exercise Modification of Directional Hand Movement to Improve The Punch Speed in Pencak Silat ]]>
<![CDATA[Haqiyah, Aridhotul]]>;
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Riyadi, Dani Nur]]>;
<![CDATA[Lubis, Johansyah]]>;
<![CDATA[Widiastuti, Widiastuti]]>
<![CDATA[ Journal of Physical Education Health and Sport Vol 7, No 1 (2020): August 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang (Unnes) ]]>
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DOI: 10.15294/jpehs.v7i1.26267
<![CDATA[In performing pencak silat, speed is needed. This study aims to determine the effect of modification exercises directional hand movement on the punch speed in pencak silat. The method used was an experiment with a one group pre-test and post-test design. The sample in this study was 32 students (20.15+0.84) at the Universitas Islam 45 Bekasi. Based on the results of the analysis, it can be concluded that the exercise modification of directional hand movement improve the punch speed in pencak silat. The t value = 8,258, with df = 31, and the p-value = 0.000 <0.05. Thus it can be concluded that there is an increase in the speed of the punches through the modification of the exercise directional hand movement. This can be an input for coaches and sports teachers as a reference for variations in exercise in increasing the physical component of speed in martial arts.]]>
<![CDATA[The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST ]]>
<![CDATA[Adara, Reza Anggriyashati]]>
<![CDATA[ JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020 ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v5.n01.2020.2139
<![CDATA[Different teachers might have different influence on students’ motivation as well as perceptions. The present study aims to analyse the differences in students’ motivation and perceptions toward of two different types of teachers; NEST (Native English Speaking Teachers) and NNEST (Non-Native English Speaking Teachers). The present study applied a mixed method approach by distributing a set of questionnaires to sixty junior high school students and interviewing four of them to answer its research questions. The results indicate students’ motivation to learn English with NEST because students think it will improve their speaking skills. In addition, NEST’ accents and cultural knowledge motivate students to learn English with them. On the other hand, the results suggest that students are motivated to learn English with NNEST because they are more understanding to students’ learning difficulties and NNEST can resort to students’ L1 when students need it. Thus, students seem to have their own perceptions of the disadvantages and advantages of NEST and NNEST. To minimise the disadvantages, co-teaching seems imperative to be conducted to improve students’ learning experience. In addition, pre-service teachers need to be aware of their own advantages and disadvantages either as NNEST or NEST. Educational institutions should also provide in-service teachers training to help their teachers reducing their disadvantages and maximising their advantages.]]>
<![CDATA[Exercise Modification of Directional Hand Movement to Improve The Punch Speed in Pencak Silat ]]>
<![CDATA[Haqiyah, Aridhotul]]>;
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Riyadi, Dani Nur]]>;
<![CDATA[Lubis, Johansyah]]>;
<![CDATA[Widiastuti, Widiastuti]]>
<![CDATA[ Journal of Physical Education Health and Sport Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpehs.v7i1.26267
<![CDATA[In performing pencak silat, speed is needed. This study aims to determine the effect of modification exercises directional hand movement on the punch speed in pencak silat. The method used was an experiment with a one group pre-test and post-test design. The sample in this study was 32 students (20.15+0.84) at the Universitas Islam 45 Bekasi. Based on the results of the analysis, it can be concluded that the exercise modification of directional hand movement improve the punch speed in pencak silat. The t value = 8,258, with df = 31, and the p-value = 0.000 0.05. Thus it can be concluded that there is an increase in the speed of the punches through the modification of the exercise directional hand movement. This can be an input for coaches and sports teachers as a reference for variations in exercise in increasing the physical component of speed in martial arts.]]>
<![CDATA[Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study ]]>
<![CDATA[Adara, Reza Anggriyashati]]>;
<![CDATA[Puspahaty, Novita]]>;
<![CDATA[Nuryadi, Nuryadi]]>;
<![CDATA[Utama, Wilda]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 2 (2021): December, 2021 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v6i2.6519
<![CDATA[Covid-19 pandemic may pose a factor that reduces learners’ motivation. The present study aims to investigate the differences between demotivation factors of public and private high school EFL learners during the Covid-19 pandemic. The present study applies a quantitative method to obtain its data by distributing a set of questionnaires adapted from Sakai and Kikuchi (2009) to 61 high school students from public and private high schools. The findings indicate that both groups of learners are mostly demotivated by inadequate school facilities, test scores, and teachers’ competence and teaching styles. It can be said that despite the differences in teaching location, learners may be demotivated by the same variables. Therefore, it seems imperative for teachers and teaching institutions to provide better school facilities, reduce learners’ anxiety during tests, and improve teachers’ competence and teaching styles to overcome students’ demotivation.  DOI: 10.26905/enjourme.v6i2.6519  ]]>
<![CDATA[Enhancing EFL Learners’ Motivation through Songs ]]>
<![CDATA[Reza Anggriyashati Adara]]>
<![CDATA[ IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/ijee.v7i2.17321
<![CDATA[ABSTRACTImproving learners’ motivation is an essential task for teachers because it can maintain learners’ interest in learning. This is why teachers employ numerous motivational strategies in order to enhance learners’ motivation. One of the strategies that can enhance learners’ motivation is using songs in English classrooms. The present study aims to analyse the effects of using songs in EFL classrooms on EFL learners’ motivation. The study used an experimental method by dividing the respondents into two groups: the experimental and control classes. While the control class was taught English conventionally, the experimental class lessons were integrated with English songs. Furthermore, a set of questionnaires and semi-structured interviews were administered in order to obtain the data. The findings suggest that songs seem to have positive effects on EFL learners’ motivation. Besides, using songs in EFL classrooms helps learners absorb new vocabulary and make English lessons more engaging. Thus, English teachers need to consider using English songs in their classrooms to improve learners’ motivation. Nevertheless, songs need to be suited to the learners’ level of English, age, and characteristics of the lessons.ABSTRAKMeningkatkan motivasi siswa adalah tugas penting bagi guru karena hal itu bisa meningkatkan minat siswa dalam belajar. Hal itu yang membuat guru menerapkan berbagai strategi motivasional demi meningkatkan motivasi siswa. Salah satu strategi yang dapat digunakan untuk meningkatkan motivasi siswa adalah menggunakan lagu-lagu di kelas-kelas bahasa Inggris. Penelitian ini bertujuan untuk menganalisis efek-efek lagu dalam peningkatan motivasi di kelas-kelas bahasa Inggris. Penelitian ini menggunakan metode eksperimental dengan membagi responden ke dalam dua grup: eksperimental dan kontrol. Kelas kontrol belajar bahasa Inggris secara konvensional sedangkan kelas eksperimental belajar bahasa Inggris dengan pelajaran yang diintegrasikan dengan lagu. Selain itu penelitian ini menggunakan kuesioner dan wawancara semi terstruktur untuk mendapatkan hasilnya. Penelitian ini mengindikasikan lagu dapat memotivasi siswa untuk belajar bahasa Inggris dan mendapatkan kosakata baru. Oleh karena itu, guru harus mempertimbangkan penggunaan lagu dalam kelas-kelas bahasa Inggris untuk meningkatkan motivasi siswa. Namun, penggunaan lagu perlu disesuaikan dengan level kemampuan bahasa Inggris, usia dan karakteristik pelajaran.]]>
<![CDATA[The Effects of Integrating Digital Storytelling to Students’ Motivation ]]>
<![CDATA[Reza Anggriyashati Adara]]>;
<![CDATA[Aridhotul Haqiyyah]]>
<![CDATA[ Edukasi Vol. 7, No. 2, December 2020 ]]>
Publisher : <![CDATA[State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia ]]>
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DOI: 10.19109/ejpp.v7i2.6023
<![CDATA[Incorporating technology seems to have positive effects on improving students’ motivation on EFL (English as a Foreign Language) learning. One of strategies that can be used to improve students’ motivation in EFL classrooms is incorporating digital storytelling or an amalgamation of audio, text, animation and voice. Therefore, the present study aims to analyse the effects of digital storytelling to motivation of a group of Indonesian EFL learners. The present study applied a quasi-experiment design. The participants of present study are 19 college students whom are divided into experimental and control classes. In order to obtain the results, a set of questionnaires adapted from Deci & Ryan’ Self Determination Theory (2002) and Yoon’s (2013) toward digital storytelling motivation are distributed to the participants. Besides that, semi-structured interviews were conducted to two students to provide deeper insights toward the effects of digital storytelling on students’ motivation. In addition, English tests were given before and after the treatment. The results show that the experimental class shows slightly higher level of motivation than the control class. In addition, the respondents considered digital storytelling as beneficial for improving their English skills and creativity. Besides that, students in experimental class performed better in English test than ones in control class after treatment. Thus, it can be said that digital storytelling seems to have positive effects on students.]]>
<![CDATA[Improving Indonesian EFL Learners’ Motivation Through Computer Assisted Learning (CALL) ]]>
<![CDATA[Reza Anggriyashati Adara]]>;
<![CDATA[Aridhotul Haqiyah]]>
<![CDATA[ Journal of English Language Studies Vol 6, No 1 (2021): Available Online in March 2021 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v6i1.9119
<![CDATA[It has been argued that technology can improve learners’ motivation. Furthermore, technology integration has been regarded one of motivational strategies or techniques to improve learners’ positive attitudes. In this regard, one of motivational strategies that can be given to learners is incorporating CALL (Computer Assisted Language Learning) to EFL (English as a Foreign Language) classrooms. Therefore, the present research analysed the effects of CALL on a group of Indonesian EFL learners’ motivation. In order to obtain the results, the present research conducted a quasi-experimental study toward 40 college students. In addition, a set of questionnaires adapted from Taguchi, Magid, & Papi (2009) as well as semi-structured interviews were used as research instruments. In addition, English tests will be given to the respondents to see the effects of CALL on the improvement of learners’ achievements. The results of present study suggest the positive effects of CALL on learners’ motivation. In addition, learners’ achievement also improved after being intervened with CALL. Nevertheless, the use of CALL needs to be supported by teachers who are capable enough to provide suitable materials that suit learners’ need. Thus, it seems important for teachers to be provided with prior sufficient training on how to use CALL effectively.  ]]>
<![CDATA[Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. ]]>
<![CDATA[Reza Anggriyashati Adara]]>;
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Rahmat Ade Nasution]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6228
<![CDATA[Investigating demotivation factors of two different groups of EFL learners might provide more insights to reduce demotivation among students. Nevertheless, there is lack of studies toward demotivation, especially ones that analyze demotivation of Indonesian’s EFL students. Adara (2018) analyzed demotivation factors of a group of EFL students in Bekasi. However, her study only focused on one group of learners and did not compare demotivation factors which may affect different group of learners. Therefore, the present study aims to investigate the differences in demotivation factors of two groups of Indonesian EFL learners. Whereas one group consists of 44 English literature college students, another group is 41 students major in communication study. Applying a mixed-method approach to obtain the results, the present study distributed a set of questionnaires adapted from Sakai and Kikuchi (2009) to two groups of college students whereas the interviews were administered to six of them. The results indicate that both groups of learners were mostly demotivated by teachers’ incompetence and teaching styles, lack of intrinsic motivation, and inadequate school facilities. The results of present study suggest the importance of teachers’ roles in providing appropriate teaching approach for learners as well as learning content and materials to avoid students’ demotivation.]]>
<![CDATA[STUDENTS’ MOTIVATION AND PREFERENCES TOWARD NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS ]]>
<![CDATA[Reza Anggriyashati Adara]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v7i1.1329
<![CDATA[There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.]]>
