Garuda - Garba Rujukan Digital

EFL students"™ perceptions on the use of Instagram to foster learner autonomy in speaking Dewi, Rohmatul Fitriyah; Fajriyah, Latifatul; Abidah, Darini Yusrina
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.72217

To perceive the 21st century and digital literacy issue, Instagram could be one of the solutions to engage learners"™ autonomy in the learning process, especially in speaking performances. However, few studies are concerned with the relationship between speaking performance and learner autonomy. Therefore, this current study intends to know the non-English major students"™ perceptions of the utilization of Instagram as digital literacy, their learning autonomy toward Instagram, and their"™ speaking performances in utilizing Instagram. This research used a qualitative approach. The data were obtained through interviews and observations to gather richer and deeper information about the issues. Data were analyzed in three stages: reduction, display, and verification. The study results revealed that understanding the use of digital literacy was basic knowledge for students. It was because the students, as the users of those literacies, could be left behind in their daily activities. Moreover, students believed that blending digital literacy had positive impacts, including increased communication abilities, autonomy awareness, and readiness for future technology needs in the learning process and academic setting. The Instagram account was not just ordinary social media, it was not only an influential medium that carried engagement and interactivity among users but also covered interesting ways of serving as a powerful medium for self-expression. As a result, for students, the utilization of Instagram achieved a benefit in enhancing their learners"™ autonomy in the aspects of learners"™ confidence and creativity.

Academic Literacy Practices: The Language of Hedging in Indonesian EFL Students' Essays Dewi, Rohmatul Fitriyah; Andania, Ruqoyyah Amilia; Tlonaen, Zuvyati Aryani
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8961

Writing academically and reading are parts of literacy that it is embedded in higher education. Therefore, it is important to assess how students’ ability can develop critical thinking regarding specific issues using hedging language. The purpose of this study was to evaluate students' critical thinking skills by looking at how effectively they hedgingly constructed their writings. Moreover, this study also explored the students' viewpoints about the use of hedging in their academic pursuits. This research employed a qualitative approach. The data was collected from students’ essays from the English Department in Surabaya and the results of a semi-structured interview with three students. Hyland (1998) identified eight categories of hedging, which were used in the text analysis. The study's findings demonstrate that students employed the majority of hedging strategies when writing their essays. However, the most used is modal auxiliaries, which focus more on the specific subject being taught and utilize a variety of tools to communicate their ideas. Moreover, it is found that different students provided varied reasons for employing hedging, such as reducing criticism, avoiding precision methods, or maintaining a particular writing style. Overall, the research underscores the multifaceted role of hedging in shaping both the content and perception of students' academic essays.

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Fostering Creative Writing through Poetry in EFL Classroom Andania, Ruqoyyah Amilia; Dewi, Rohmatul Fitriyah; Romadhoni, Mohammad; Yen, Ai-Chun
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3951

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Enhancing Students’ Extensive Reading Learning Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning Tlonaen, Zuvyati Aryani; Jaha, Dortean Amelia Jois; Ena, Zet; Dewi, Rohmatul Fitriyah
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1989-2006

Enhancing University Students’ Extensive Reading Outcomes: Integrating Motivation, Technology, and Collaborative Active Learning. Objective: This study aimed to enhance students’ outcomes in the Extensive Reading course by integrating motivation, technology, and Collaborative Active Learning (CAL) into the learning process. It was conducted in response to low student achievement and to address the research gap, since few studies have comprehensively explored the combined role of motivation, technology, and CAL in improving extensive reading performance. Methods: The study involved 49 third-semester English Education students in East Nusa Tenggara, Indonesia, using a mixed-method approach. A quasi-experimental pre-test/post-test design, along with semi-structured interviews, was employed. The experimental group (n = 25) received the intervention, while the control group (n = 24) followed traditional methods. The intervention lasted for 14 weeks, beginning with a pre-test in week 1, followed by the intervention from weeks 2 to 15, and a post-test in week 16. Interviews were conducted with six purposively selected students (three high-achieving and three low-achieving) to support the quantitative findings. A paired samples t-test was used to analyze the data. Findings: The results showed that the integration of motivation, technology, and collaborative active learning significantly improved students' learning outcomes for the Extensive Reading course in the experimental group (pre-test mean: 41.32; post-test mean: 66.64; p <0.001), while the control group showed no change. Interview data revealed that technology and collaboration enhanced motivation and engagement among students in the experimental group, whereas the control group reported low motivation and limited support. Conclusion: Policymakers should support digital literacy initiatives, teachers should implement collaborative and technology-based reading activities, and universities should integrate these approaches into their curriculum design to enhance the success of extensive reading. Keywords: integration, motivation, technology, collaborative active learning, extensive reading, higher education.

Pengenalan Teknologi Komputer dan Pelatihan Fundamental Microsoft Word bagi Siswa SDN Sidobogem Ma’rufatur Rodhiyah; Rina Sulistyowati; Dewi, Rohmatul Fitriyah; Rodhiyah, Ma’rufatur; Maghfiroh, Lailatul; Arrasyid, Adam Fawwaz
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 5 No. 4 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN) Edisi September - Desembe
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v5i4.4549

Tujuan kegiatan ini adalah untuk mengetahui penggunaan media pembelajaran terhadap hasil belajar siswa. Hal ini disebabkan hasil belajar siswa pada mata pelajaran Komputer dan Dasar masih belum optimal. Diketahui bahwa pembelajaran Komputer Dasar di SD Negeri Sidobogem masih menggunakan metode ceramah dengan menggunakan alat dan bahan yang masih konvensional. Selain itu, sarana dan prasarana yang digunakan dalam membantu proses pembelajaran belum memadai terutama pada pelaksanaan praktikum. Secara khusus tujuan kegiatan ini adalah untuk mengetahui penggunaan media pembelajaran pada Komputer Dasar di SD Negeri Sidobogem dan untuk mengetahui pengaruh pembelajaran terhadap hasil belajar siswa pada mata pelajaran Komputer Dasar di SD Negeri Sidobogem Kabupaten Lamongan. Hasil kegiatan menunjukan terdapat pengaruh penggunaan pembelajaran dasar microsoft office word terhadap hasil belajar siswa.

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