Article Per Year (5 Year)
p-Index From 2021 - 2026
1.789
P-Index
This Author published in this journals
All Journal Parole: Journal of Linguistics and Education EDULITE: Journal of English Education, Literature and Culture Lectura : Jurnal Pendidikan English Language Teaching Educational Journal PANYONARA: Journal of English Education Mimesis Annual Conference on Islamic Early Childhood Education UAD TEFL International Conference Mukaddimah: Jurnal Studi Islam Tarling : Journal of Language Education Leksema: Jurnal Bahasa dan Sastra JoREL: Journal of Religion and Linguistics
Wiwiek Afifah
Universitas Ahmad Dahlan
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search
Journal : English Language Teaching Educational Journal

 1 
Developing Culture-Based English Instructional Materials for Grade VII of Junior High School Students Afifah, Wiwiek Afifah
English Language Teaching Educational Journal Vol 1, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i2.390

Abstract

The research aims at developing culture-based English instructional materials (henceforth, CBEIM) for grade VII of Junior High School students and reveal its final product representation in terms of its effectiveness. The research design was a research and development. The procedure of product development consisted of conducting needs analysis, designing course grids, developing the first draft, implementing the final draft, and evaluating the final product. The product implementation consisted of the 1st tryout involving 4 students from Yogyakarta State Junior High School (henceforth, Y-SJHS) 10, the 2nd tryout involving 34 students from Y-SJHS 7, and there were 68 students involved in the 3rd tryout. They were from Y-SJHS 9 and Y-SJHS 10. The data were collected by using evaluation sheets, an English achievement test, questionnaire to measure students’ level of internalization and actualization toward culture values, and questionnaires for teachers’ responses. The data were analyzed by t-test using paired and independent sample with the gain score. The research finding reveals 1) based on the content expert validation, CBEIM was very good by the aspect of content, language, learning, culture, presentation, and graphical design, whereas based on the graphical design expert, CBEIM was good. 2) Having been implemented, the final product representation was proven to be effective. The students in the experiment classes got a higher improvement than those in the control classes. The statistical calculation of independent samples test with gain score of the English test from the two groups shows the t values of 2.931 with the p = 0.004 < 0.05, while the t-test for equality of means of culture values, t value reached 2.524 and its significance of 2-tailed reached p = 0.037 < 0.05, alpha value (α=0.05). Since the gain score is smaller than 0.05, CBEIM demonstrates that it can show a significant difference between the experiment and control classes in encouraging students to internalize and actualize the culture values.
INTERWEAVING CONCEPTUAL AND SUBSTANTIAL PROBLEMS OF WRITING INSTRUCTION: SOCIO REFLECTIVE ON EXPLORING HORTATORY AND ANALYTICAL EXPOSITION Afifah, Wiwiek; Sarudin, Anida
English Language Teaching Educational Journal Vol 3, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1634

Abstract

This paper explores interweaving conceptual and substantial problems of teaching writing skills for analytical and hortatory exposition texts. Under the narrative inquiry, five English teachers? personal life experiences were analyzed. Having been analyzed, the findings reveal: (1) students were still weak in understanding the concept of the two texts (social function, generic structure, and lexicogrammatical features of the text). (2) Students? confusion to distinguish the two genres is supported by the condition that they do not learn the genres in their primary language. (3) The students are not accustomed to expressing their arguments whereas in analytical and hortatory texts the main points are presenting sequences of arguments in the body of the text. (4) Students have low motivation to read therefore it is hard for them to propose the suggestion and make reiteration in the end of hortatory and analytical exposition texts, and (5) lexicogrammatical features or the grammar that are commonly used in those texts are complex for the students in that level.
Developing Culture-Based English Instructional Materials for Grade VII of Junior High School Students Wiwiek Afifah Afifah
English Language Teaching Educational Journal Vol. 1 No. 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v1i2.390

Abstract

The research aims at developing culture-based English instructional materials (henceforth, CBEIM) for grade VII of Junior High School students and reveal its final product representation in terms of its effectiveness. The research design was a research and development. The procedure of product development consisted of conducting needs analysis, designing course grids, developing the first draft, implementing the final draft, and evaluating the final product. The product implementation consisted of the 1st tryout involving 4 students from Yogyakarta State Junior High School (henceforth, Y-SJHS) 10, the 2nd tryout involving 34 students from Y-SJHS 7, and there were 68 students involved in the 3rd tryout. They were from Y-SJHS 9 and Y-SJHS 10. The data were collected by using evaluation sheets, an English achievement test, questionnaire to measure students’ level of internalization and actualization toward culture values, and questionnaires for teachers’ responses. The data were analyzed by t-test using paired and independent sample with the gain score. The research finding reveals 1) based on the content expert validation, CBEIM was very good by the aspect of content, language, learning, culture, presentation, and graphical design, whereas based on the graphical design expert, CBEIM was good. 2) Having been implemented, the final product representation was proven to be effective. The students in the experiment classes got a higher improvement than those in the control classes. The statistical calculation of independent samples test with gain score of the English test from the two groups shows the t values of 2.931 with the p = 0.004 < 0.05, while the t-test for equality of means of culture values, t value reached 2.524 and its significance of 2-tailed reached p = 0.037 < 0.05, alpha value (α=0.05). Since the gain score is smaller than 0.05, CBEIM demonstrates that it can show a significant difference between the experiment and control classes in encouraging students to internalize and actualize the culture values.
Interweaving Conceptual and Substantial Problems of Writing Instruction: Socio Reflective on Exploring Hortatory and Analytical Exposition Wiwiek Afifah; Anida Sarudin
English Language Teaching Educational Journal Vol. 3 No. 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1634

Abstract

This paper explores interweaving conceptual and substantial problems of teaching writing skills for analytical and hortatory exposition texts. Under the narrative inquiry, five English teachers’ personal life experiences were analyzed. Having been analyzed, the findings reveal: (1) students were still weak in understanding the concept of the two texts (social function, generic structure, and lexicogrammatical features of the text). (2) Students’ confusion to distinguish the two genres is supported by the condition that they do not learn the genres in their primary language. (3) The students are not accustomed to expressing their arguments whereas in analytical and hortatory texts the main points are presenting sequences of arguments in the body of the text. (4) Students have low motivation to read therefore it is hard for them to propose the suggestion and make reiteration in the end of hortatory and analytical exposition texts, and (5) lexicogrammatical features or the grammar that are commonly used in those texts are complex for the students in that level.
Capturing Moments to Analyze Students’ Transformative Thinking through Photovoice in an English Language Teaching Classroom: Students’ Transformative Thinking in ELT Afifah, Wiwiek
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.10077

Abstract

This study aims to explore how students’ thinking evolved during joining the ELT class, how their insights changed, what moments lead students to undergo the transformation, and what ELT students believed about the TT contribution to ELT. Photovoice, a participatory research method was employed to these determined research purposes. Approximately 75 students, aged 19-20 years old were invited to participate in this study. They were instructed to submit two pictures. Each picture was given 5 questions: what you saw here, what really happened, how did this relate to your life, why did this occur, and what could you do regarding EL II. A questionnaire was designed to be filled out by the students using Google Forms, which was used as the second data to complete the pictures’ interpretation. Data analysis then used the model from Erlingsson and Brysiewicz (2017) consisting of four steps: condensation, coding using MAXQDA, categorization, and finalizing the themes. This study provided insightful information about the dynamics of transformative thinking in ELT classrooms through photovoice. The results helped us understand the cognitive and affective aspects of English language learning, which guided the pedagogical strategies used in ELT classes to promote students’ transformational thinking.
Co-Authors Alida, Rizky Anida Sarudin Husna, Mutiara Isna Mufidah Kurniawan, Muhammad Hafiz Maftukhin Nur Fatimah Pranata, Aqil Julyanriko Putra, Debi Akmalindo Sarudin, Anida Soeharto Soeharto Soeharto Soeharto Somae, Erik Tauvani Tri Rina Budiwati Ulaya Ahdiani Windarti, Ani Zanuwar Hakim Atmantika