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IMPLEMENTASI PRINSIP KERJASAMA MAHASISWA MULTIKULTURAL DI KOTA MALANG Hadiwijaya, Munawwir; Amalyasari, Maya Rizki
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol 5, No 2 (2019): Oktober
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/KEMBARA.Vol5.No2.%p

Penelitian ini bertujuan untuk mengetahui implementasi Prinsip Kerja Sama Grice pada mahasiswa multikultural yang belajar di Malang, berdasarkan pelanggaran, pembatasan, dan implikatur yang ditimbulkan. Desain penelitian ini adalah deskriptif kualitatif. Sumber data diperoleh dari dialog yang muncul dalam interaksi sehari-hari antara mahasiswa multikultural di dalam dan di luar kelas di IKIP Budi Utomo Malang, yang didominasi oleh enam suku, yaitu: Jawa, Madura, Dayak/Pontianak, Sumba Flores, dan Makasar. Dari hasil penelitian ini diketahui bahwa: (a) pelanggaran Maksim Kuantitas memiliki implikatur: penekanan, penolakan, dan dalam situasi di mana pembicara dan mitra bicara memiliki referensi yang sama dan anggapan yang sesuai; (b) Pelanggaran Kualitas Maxim memiliki implikatur: Menerka-nerka karena tidak yakin tentang informasi yang disampaikan, basa-basi untuk kesopanan, dan berkelit; (c) Pelanggaran Maksim Relevansi memiliki implikatur: penegasan pernyataan atau pendapat dari mitra tutur; (d) Pola Pelanggaran Maksim Cara bermotif: menjaga pembicaraan berlangsung lebih lama; (e) Pembatasan Maksim Kuantitas berpola: memberikan kesan kepada mitra bicara bahwa informasi yang diberikan mungkin tidak cukup lengkap; (f) Pembatasan Maksim Kualitas berpola: penutur tidak bertanggung jawab atas kebenaran kata-katanya; (g) Pembatasan Maksim Relevansi berpola: mengubah topik pembicaraan tanpa menyinggung mitra tutur; (h) Dalam penelitian ini tidak ada kasus Pembatasan Maksim Cara karena data yang diperoleh terbatas.

Student Attitudes Toward the Implementation of Scoring Rubric in Speaking Class Hartatik, Sri Fatmaning; Lestari, Hernina Dewi; Amalyasari, Maya Rizki; Jasuli
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5004

The teaching of speaking has been challenging for English as a Foreign Language (EFL) learners, especially at higher education levels. This can be affected by internal factors like student interest and motivation and external factors like learners' first influence. One alternative that teachers can use to help students perform better in speaking class is a scoring rubric. This descriptive qualitative study was designed to elaborate and describe students' attitudes to using scoring rubrics in speaking performance classes. This study involved 25 students attending classes at a higher education level. To gain data from those twenty-five students, an observation checklist was used to detect students' behaviour and performance. An interview guide was used to determine student thoughts on the distributed scoring rubric. The observation checklist indicated that the students looked more confident in their speaking performance. Besides, their speaking performance was more organized. The interview confirmed these findings, resulting in students feeling more confident in presenting their project as the scoring rubric, which was distributed in advance, gave them hints on what to do. Also, the presented points for each criterion motivate them to fulfil the requirements to achieve their intended score. The study's findings show that using a scoring rubric in teaching speaking positively impacted students' performance attitudes. Consequently, the distribution of scoring rubrics as a tool to stimulate students' speaking is extensively advised.

Student Attitudes Toward the Implementation of Scoring Rubric in Speaking Class Hartatik, Sri Fatmaning; Lestari, Hernina Dewi; Amalyasari, Maya Rizki; Jasuli
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.5004

The teaching of speaking has been challenging for English as a Foreign Language (EFL) learners, especially at higher education levels. This can be affected by internal factors like student interest and motivation and external factors like learners' first influence. One alternative that teachers can use to help students perform better in speaking class is a scoring rubric. This descriptive qualitative study was designed to elaborate and describe students' attitudes to using scoring rubrics in speaking performance classes. This study involved 25 students attending classes at a higher education level. To gain data from those twenty-five students, an observation checklist was used to detect students' behaviour and performance. An interview guide was used to determine student thoughts on the distributed scoring rubric. The observation checklist indicated that the students looked more confident in their speaking performance. Besides, their speaking performance was more organized. The interview confirmed these findings, resulting in students feeling more confident in presenting their project as the scoring rubric, which was distributed in advance, gave them hints on what to do. Also, the presented points for each criterion motivate them to fulfil the requirements to achieve their intended score. The study's findings show that using a scoring rubric in teaching speaking positively impacted students' performance attitudes. Consequently, the distribution of scoring rubrics as a tool to stimulate students' speaking is extensively advised.

Availing the Amorphous Speaking Partner of Artificial Intelligence: An Attempt to Alleviate Speaking Anxiety Lestari, Hernina Dewi; Hartatik, Sri Fatmaning; Amalyasari, Maya Rizki
Linguapedia Vol. 9 No. 1 (2025): May
Publisher : English Education Department, Faculty of Teacher Training and Education, Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/linguapedia.v9i1.4086

This study aims to describe how the avail of Artificial Intelligence-based ChatGPT as an amorphous speaking partner helps alleviate students’ speaking anxiety. By employing a classroom action research (CAR) method, this study involved 42 students in an English Department class in a private university in Malang. The participants were 32 female students and 10 male students in a Basic English-Speaking class. The researchers employed purposive sampling and chose those forty-two students as the research subjects as they indicated speaking anxiety. The procedure of this research included one cycle of planning, acting, observing, and reflecting. The findings portrayed that the use of chatting through voice in ChatGPT was a great success in alleviating students’ speaking anxiety. The success was reflected on the leap of students’ speaking performance after the utilization of artificial intelligence-based speaking partner. The observation carried out during this study supported the finding as the majority of the students were indicated as more active and confident in performing speaking attempts through ChatGPT compared to when they were required to speak to their peers. Also, the interview with students confirmed that they did not feel pressure when they spoke with ChatGPT as much as when they faced real humans. Thus, the utilization of AI-based ChatGPT voice feature is advised to be used to reduce speaking anxiety in other contexts and subjects.

IMPROVING SPEAKING SKILL BY USING TIKTOK APPLICATION FOR STUDENT OF JUNIOR HIGH SCHOOL Syahidiyah, Fitri; Handayani, Sri; Amalyasari, Maya Rizki
Cendikia: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 9 (2024): Cendikia: Jurnal Pendidikan dan Pengajaran
Publisher : Cendikia: Jurnal Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/cendikia.v2i9.2492

Many students need help with speaking English fluently. These challenges often stem from limited vocabulary, nervousness in public speaking, and a need for more confidence in their language abilities. Educators and language instructors have begun exploring innovative approaches to enhance students' speaking proficiency. One such approach involves harnessing the potential of social media platforms, including TikTok. TikTok is a highly rated app in the Google Play Store, which is 4.6, and this application is highly qualified by merging artificial intelligence and image capture. This study investigated the impact of using TikTok on students' speaking abilities. The experimental group, which incorporated TikTok into their learning, showed significant improvements across various indicators, with mean scores increasing from pre-test to post-test in vocabulary (55.81 to 81.75), fluency (56.66 to 78.71), pronunciation (60.30 to 79.72), and comprehension (60.73 to 81.72). Creating and uploading videos on TikTok motivated students to perform better, driven by the awareness of a wider audience beyond their immediate peers. TikTok's features include limited speaking time, the option to retake and revise videos, and enhanced fluency, vocabulary, and self-confidence. However, the study also identified challenges, including internet connectivity issues, high data consumption, and the constraint of limited speaking duration..

FLOUTING MAXIM AND HEDGING MAXIM IN MULTICULTURAL STUDENTS INTERACTION Amalyasari, Maya Rizki; Widiyanah, Ima
Journey: Journal of English Language and Pedagogy Vol. 2 No. 2 (2019): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v2i2.766

IKIP Budi Utomo as a private campus in the city of Malang has a composition of students from various tribes and cultures, making it a campus with a multi-cultural society. On this campus there are five tribes that dominate, they are: Javanese, Madurese, Dayaks, Sumba Flores, and Ambon. In multicultural societies, there are often obstacles, which in turn cause conflicts, in communication. A convention is needed between the speaker and the hearers so that communication becomes effective and efficient, and is able to minimize misunderstandings. In this case the concept called the principle of cooperation (Cooperative Principles) which is intended as a rule of communication in order to run effectively and efficiently becomes relevant to be studied. The design of this study is descriptive qualitative in which data sources obtained from dialogs that arise in daily interactions both between multicultural students and students and lecturers inside and outside the class at IKIP Budi Utomo Malang. In line with the results of the research analysis, it can be concluded that, of the 476 utterances recorded as raw data of this study, there were 45 cases of maxims flouts and 12 cases of maxims hedges, which formed a certain pattern in each multicultural students.

THE IMPLEMENTATION OF ENTRA (ENGLISH FOR TRANSPORTATION) IN ESP PROGRAM OF PPI MADIUN Widiyanah, Ima; Amalyasari, Maya Rizki
Journey: Journal of English Language and Pedagogy Vol. 2 No. 2 (2019): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v2i2.769

The aim of this research is to describe the students' responses on the implementation of EnTra (English for Transportation) in ESP Program of PPI (Politeknik Perkeretaapian Indoneisa) Madiun. The design of this study is descriptive qualitative in which data sources obtained from the students' responses on the interviews and questionnaires after experiencing of using the EnTra Application in English class. The result shows that, from over 60 students as respondents, agree that the application is useful for them in studying English in the area of transportation. There are seven indicators used to measure the student' perception toward the application, those are: aspects of the material relevance, aspects of material organizing, aspects of evaluation / practice questions, aspects of language, aspects of the effects for learning strategies, aspects of software engineering, and aspects of visual appearance. The average students' scoring upon the application after using it for three months is 4,03 based on range scoring 1-5. From this result, it can be concluded that EnTra application is worthy enough to use as the supplementary media in learning English transportation.

The Analysis of Seventh-Grade Students’ Reading Skill through the Implementation of Cooperative Learning Method Amalyasari, Maya Rizki; Ate, Debora Wunga
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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Reading skills are very important for all circles, groups, and levels of education. Starting from junior high school activities, students must master reading maximally and optimally. Student skills must be nurtured and developed, and students must be skilled in Reading and master reading fluently. The researcher used qualitative descriptive research. The data collection techniques that researcher used were observation, questionnaires, student scores, and documentation. This research was conducted at SMP Bakti Luhur and the subject was 20 students of SMP Bakti Luhur. The purpose of this study was to know the difficulties found by students in reading. Based on the result of observations, researcher found three difficulties in reading, namely problems in pronunciation of words, difficulty reading many words, and difficulty reading long sentences. Result of the students’ opinions related to use cooperative learning method, the researcher can conclude that most students liked learning reading by using the cooperative learning method, this method also improved the student’s ability to read English texts. The results of scoring students on the use of cooperative learning methods showed that cooperative learning methods can improve students' reading skills and made students learn to read English texts more easily.

Using Electronic Worksheet in Teaching Hortatory Exposition Text Material for the 11th-Grade Students Amalyasari, Maya Rizki; Armaditya, Marsha Firio
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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In this research, the researcher developed a teaching material that was an E-LKPD. The subject of the research was 11th-grade or 2 senior high school students. The research and development method was taken on the English subject, in the 2022/2023 school year. The research aimed to create E-LKPD teaching resources for hortatory exposition writing using Liveworksheets. Along with technology development, LKPD evolved into printed teaching material that could be presented in electronic media. The teacher gave the students an assignment with an ordinary LKPD. So that, the students felt bored. Therefore, the researcher decided to make an LKPD that was communicative, interactive, and easy to access by both students and teachers. The researcher used research and development developed by Borg and Gall and modified by Khairani. There were six phases in this research, as follows (1) preliminary study (2) product planning (3) preliminary product development (4) validation by material and media experts (5) experiment by an English teacher, and (6) final product revision and development.

An Analysis of Students’ Difficulties in Speaking English Lado, Noviyana; Amalyasari, Maya Rizki; Lestari, Hernina Dewi
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar

Speaking ability in English is a core skill that reflects a learner’s overall language proficiency. However, many students still encounter various obstacles when attempting to speak. This study examines the speaking difficulties faced by eighth-grade students at SMP N 2 Waikabubak. The purpose of this research is to identify the types of difficulties students experience and the factors contributing to those challenges. The participants in this study were eighth-grade students and English teachers at SMP N 2 Waikabubak. A descriptive qualitative approach was employed, with data collected through observation checklists and interviews. Interview responses were gathered from students, and the data were analysed through stages of observation checklist review, transcription, data reduction, data display, and conclusion drawing. The findings indicate that students’ speaking difficulties stem from two main sources: linguistic and psychological factors. Linguistic barriers include limited vocabulary, poor pronunciation, and inadequate grammar. Psychological factors involve low self-confidence, shyness, anxiety, and fear of making mistakes.

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