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Studentsâ€™ Awareness of Metacognitive Reading Strategies in Academic Reading Dangin, Dangin
Journal of English Teaching and Learning Issues Vol 3, No 1 (2020): June 2020
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v3i1.7145

Being aware of reading strategies becomes the key of readersâ€™ success in reading process, this study began with its purpose to investigate the readersâ€™ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading.Â Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).

Studentsâ€™ Awareness of Metacognitive Reading Strategies in Academic Reading Dangin, Dangin
Journal of English Teaching and Learning Issues Vol 3, No 1 (2020): June 2020
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v3i1.7145

Being aware of reading strategies becomes the key of readersâ€™ success in reading process, this study began with its purpose to investigate the readersâ€™ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading.Â Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).

Students’ Awareness of Metacognitive Reading Strategies Rustianingsih*, Noviana; Dangin, Dangin
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 3 (2023): Juni, socio-economics, community law, cultural history and social issues
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i3.26092

Since being aware of reading strategies is crucial for readers' success in the process of reading, this study began with the aim of investigating the level of students' awareness of metacognitive reading strategies while dealing with academic reading texts in critical reading and writing class. Through the survey research design, the quantitative research approach is applied. The study includes 40 English department students as the participants. The data were gathered using a Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory) questionnaire developed by Mokhtari et al. (2018). The results were interpreted into standard usage levels after each item's score was analysed. The results reveal that of the students are mostly aware of metacognitive reading methods and employ them. In particular, the findings revealed that respondents mostly used Problem Solving Strategies (PROB) to overcome reading obstacles. Support Strategies (SUP) came in second, with the majority of respondents using it. Global Reading Strategies (GLOB) are the final or lowest-level strategies in use.

Assessing Indonesian College Students’ Self-Regulated Learning on Integrated Listening and Speaking Skills Resita*, Riza; Dangin, Dangin
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 3 (2023): Juni, socio-economics, community law, cultural history and social issues
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i3.25165

Pembelajaran mandiri mengacu pada proses di mana siswa menggunakannya untuk memfokuskan pikiran, perasaan, dan tindakan mereka untuk mencapai tujuan sehingga mereka dapat bertahan pada tugas jangka panjang sampai tugas selesai. Tujuan dari penelitian ini adalah untuk mengetahui pada tingkat manakah self-regulated learning siswa, khususnya kemampuan menyimak dan berbicara. Untuk mengetahui penilaian SRL keterampilan menyimak dan berbicara terpadu, penelitian ini melakukan survei sebagai desain penelitian. Penelitian ini merupakan penelitian survei yang dilakukan di jurusan Bahasa Inggris, khususnya di kelas menyimak dan berbicara terpadu. Partisipan dalam penelitian ini adalah 36 siswa yang terdaftar dalam kursus kelas mendengarkan dan berbicara terpadu. Penelitian menggunakan kuesioner yang terdiri dari 55 pertanyaan dengan menggunakan skala likert 4 poin (sangat setuju, setuju, tidak setuju, dan sangat tidak setuju), dan dibagi menjadi 7 bagian. Data yang diperoleh dianalisis melalui statistik deskriptif dengan menggunakan SPSS (Statistical Package for the Social Sciences). Untuk skor keseluruhan, peserta menunjukkan tingkat sedang-tinggi pada penggunaan self-regulated learning. Hasil penelitian juga menunjukkan Strategi Memori dan Penataan lingkungan memiliki skor terendah dibandingkan bagian lain di kolom minimum, yaitu 1,90. Sedangkan pada kolom maksimum, Mencari Bantuan memiliki skor 2,70 dan Tanggung Jawab Belajar menunjukkan skor tinggi 2,46 pada kolom rata-rata. Dari data di atas dapat disimpulkan bahwa tingkat kemandirian belajar siswa pada kelas menyimak dan berbicara berada pada tingkat 3 dari 4 tingkat yang tersedia.

Empowering Creativity: Enhancing Creative Writing Skills through Pixton in Community Service Initiatives Dangin, Dangin; Hartati, Elysa
International Journal Of Community Service Vol. 4 No. 1 (2024): February 2024 (Indonesia - Malaysia)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v4i1.244

This community service project investigates the transformative potential of Pixton, a digital comic creation tool, in fostering creative writing skills within a community setting. The initiative seeks to empower individuals through engaging workshops that leverage Pixton as a means to unlock and express creativity. Utilizing a participatory action research approach, the project assesses both the quantitative progress in creative writing proficiency and the qualitative impact on participants' engagement and self-expression. The workshops are designed to provide a supportive space for community members to explore their narrative voices using Pixton, encouraging collaborative storytelling. Through a synthesis of pre and post-assessment data, reflective journals, and participant interviews, the project aims to contribute valuable insights into the role of digital tools in community-based creative initiatives, ultimately fostering a sense of empowerment, expression, and community cohesion.

Benefits and Barriers on Quizizz Application as Formative Assessment Tool in Vocabulary Teaching: Students Side Sandi, Sandi; Dangin, Dangin
EDULIA: English Education, Linguistic and Art Journal Vol 4 No 2 (2024): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v4i2.8889

As technology becomes more advanced, education is getting more sophisticated. The purpose of this study is to find out the benefits and barriers related on Quizizz Application as formative assessment tool in vocabulary teaching for students. This study is classified as qualitative research, the sample of this research is 10 students of SMA N 4 Yogyakarta. Data were collected through observation, interviews and documentation. The study revealed two main aspects, the benefits and the barriers. Analysis of research data is descriptive. The results of the study showed students' perspectives on the use of Quizizz. In conclusion, students' opinions on the usage of Quizizz as formative assessment tool in learning vocabulary are positive, the platform is extremely entertaining to use in the classroom and helps students focus more on the material that they have learned. Keywords: Assessment Tool, Quizizz Application, Vocabulary

Improving Students’ Writing Skill Using Virtual Writing Tutor: Automatic Corrective Feedback Viantika, Salma; Dangin, Dangin
EDULIA: English Education, Linguistic and Art Journal Vol 4 No 2 (2024): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v4i2.8890

Technological advances are becoming a superior approach in the world of learning and education. Technology plays an important role in developing improved learning outcomes which are used as media or learning aids. The problem found was the low quality of students' writing skills, after observations students received assessments or feedback that were not detailed. Therefore, the research is to improve the quality of students' writing using the AI-based Virtual Writing Tutor platform. The study uses Classroom Action Research as a research design which is carried out cyclically in teaching research and is followed by increasing participant data results. This research involved 32 class XI students of Indonesian Senior High School for the 2023/2024 academic year. This research found that Virtual Writing Tutor can help improve students' writing performance. This can be seen through the average score which increased from the pre-test, starting from an average of 52.9, then increased in the progress-test to produce 63.2 and increased up to 75.6 in post-test. To find out responses from participants, interviews were conducted with a focus on strengths and weaknesses. Then, from the interview results, it was concluded that there were good impacts and bad impacts on the use of AI-based platforms. Keywords: Automatic Corrective Feedback, Virtual Writing Tutor, Writing Skill

Improving Students’ Writing Skills Using Grammarly Application Media Talan, Leticia Laurenca Anjeli; Dangin, Dangin
EDULIA: English Education, Linguistic and Art Journal Vol 4 No 2 (2024): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v4i2.9102

As technology advances, education becomes more sophisticated and the level becomes more advanced. The aim of this research is to determine the improvement in students' writing skills using the Grammarly application media. This research is classified as quantitative research using Class Action Research (CAR) design. The participants of this research were 32 students from SMP N 2 GODEAN. Data were collected through pre-test, progress-test and post-test. This study reveals how the media application, namely grammarly, can improve students' writing skills. Research data analysis is descriptive quantitative. The research results show students' writing skill improved by using Grammarly. This application is assumed very useful for use in class and helps students focus more on the material being studied. Keywords: Grammarly Application, Writing skills

Optimizing Students' Speaking Ability Using Padlet in Giving Opinion at Indonesian Junior High School: A Classroom Action Research Naja, Aini Laily; Dangin, Dangin
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i2.8887

This study aims to determine the impact and perceptions of students in English speaking skills, especially giving opinions via Padlet. This study was conducted at Indonesian Junior High School with 20 students as respondents. Data has been obtained using qualitative descriptive methods. Qualitative data has been obtained from interviews, pre-tests, and post-test. To solve the problem, the study has carried out Class Action Research (CAR) which consists of planning, acting, observing, and reflecting. The test only given to students. The result of the study showed that Paddlet has positive impact on students’ speaking ability. It reveals increase about 21.15% from the pre-test. It can be concluded that optimizing students’ speaking ability using Padlet in giving opinion can be an alternative of effective teaching ways. Keywords: CAR, Padlet, Speaking Ability

Exploring Indonesian College Students' Levels and Factors of English Speaking Anxiety Sebayang, Rheina Elsa br; Dangin, Dangin
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i2.8888

This study was aimed to investigate the level of anxiety about speaking English among students in Indonesia and examines the contributing factors. Using a survey research design, this research integrates descriptive statistical analysis with additional interviews to enrich and supporting the data collected. The participants consisted of 60 fifth semester psychology students. Data collection involved the use of a Likert scale questionnaire to categorize responses. The results revealed a spectrum of speaking anxiety levels among students: the majority (53.33%) showed high levels of anxiety, 20% reported quite high levels of anxiety, 8.33% experienced moderate levels of anxiety, and 3.33% showed very low levels of anxiety. .Analysis of these findings shows a trend of high speaking anxiety among the participants. This anxiety is influenced by various factors, including lack of self-confidence, fear of being judged, grammatical inaccuracies, and an unsupportive environment. Key Words: English, Speaking anxiety

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