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IMPLEMENTATION OF 2015 MENTORING PROGRAM IN ENGLISH DEPARTMENT OF UNIVERSITY MUHAMMADIYAH MALANG Inayati, Nina; Hikmah Nurbatra, Laela; Khadijah Maro, Rahmawati
JINoP (Jurnal Inovasi Pembelajaran) Vol 3, No 2 (2017): November 2017
Publisher : Lecturer at the Faculty of Education, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4691

ABSTRACT Â The Mentoring Program of the English Department of UMM is an extra-curricular program designed to assist first year students to practice their English speaking and independent study. The speaking skills are focused on two specific skills; presentation and debate skills; while the English independent study introduces students to various English learning activities students could potentially integrate in their daily lives. The current study employs document analysis and survey as the methods of data collection. Then, content analysis is used to identify the salient themes and patterns occurring from the data to be presented based on the research problems. Analysis of the data shows that the program ran as planned and that some mentors developed the prepared lesson plans. As for the program evaluation, analysis of the survey results show that, in general, the program was viewed positively by the students. Some strengths mentioned were that the module was helpful and informative and that the mentors were fun and motivating. As for the weaknesses, Saturday morning schedule was considered bad option and that outdoor venues were less conducive some times. In light of the evaluation, some suggestions for the future program are offered, such as to improve the timing and venues.Â Keywords: Mentoring, English Learning, Speaking, Independent Study

PRONUNCIATION ERROR PERFORMANCE OF ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF MALANG Septiani, Ega; Inayati, Nina
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 2, No 2 (2015): December 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v2i2.3752

Pronunciation is the way in which a language or a particular word or sound is spoken. The aim of this research is to know the segmental phonemes errors made by the students at first-semester of English Department, University of Muhammadiyah Malang in learning English pronunciation.The research design used in this research is descriptive quantitative research design. Based on the result of this research there are 59 or 47% errors of pronunciation in vowel sound which was made by 20 students, 25 or 20% errors of pronunciation in consonants sound which was made by 14 students, and also 42 or 33% errors of pronunciation in diphthongs which were made by 19 students. Also, the most dominant errors made by the students were errors in pronouncing vowel sounds.Â

PRONUNCIATION ERROR PERFORMANCE OF ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF MALANG Ega Septiani; Nina Inayati
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 2 No. 2 (2015): December 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v2i2.3752

Pronunciation is the way in which a language or a particular word or sound is spoken. The aim of this research is to know the segmental phonemes errors made by the students at first-semester of English Department, University of Muhammadiyah Malang in learning English pronunciation.The research design used in this research is descriptive quantitative research design. Based on the result of this research there are 59 or 47% errors of pronunciation in vowel sound which was made by 20 students, 25 or 20% errors of pronunciation in consonants sound which was made by 14 students, and also 42 or 33% errors of pronunciation in diphthongs which were made by 19 students. Also, the most dominant errors made by the students were errors in pronouncing vowel sounds.

THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT Nina Inayati; Erlyna Abidasari; Kharisma Naidi W.S.
Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i1.5592

Although English Language subject is no longer compulsory for primary school level in Indonesia based on the current Curriculum 2013, some regions still consider it essential for their area development and thus making it a compulsory local content subject—Batu Municipality is one of them. Therefore, more efforts are needed to assist English teachers as resources for teaching English is limited due to the lack of support from the national policy level, thus the reasoning for the current project. This paper aims to describe the process of writing and supervising of Bright English Textbook, which is a specifically targeted English textbook for primary schools in Batu, East Java, Indonesia. Qualitative descriptive method was used in this study, involving four primary school teachers as the subjects in the collaborative textbook writing project. The finding presents the step-by-step process from the description during the training process, the actual writing process, until the illustration and lay-outing process. Besides, it also describes the supervision process as well as the problems and solutions related to it. Some highlights and implications of the study are also discussed, with suggestions offered in the form of combined online and face-to-face supervision process and sufficient writing and publication ethics training provided before the writing process begins. It is expected that this study could benefit other teachers and researchers who want to embark on a collaborative textbook writing process to improve their project effectiveness.

IMPLEMENTATION OF 2015 MENTORING PROGRAM IN ENGLISH DEPARTMENT OF UNIVERSITY MUHAMMADIYAH MALANG Nina Inayati; Laela Hikmah Nurbatra; Rahmawati Khadijah Maro
JINoP (Jurnal Inovasi Pembelajaran) Vol. 3 No. 2 (2017): November 2017
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4691

ABSTRACT The Mentoring Program of the English Department of UMM is an extra-curricular program designed to assist first year students to practice their English speaking and independent study. The speaking skills are focused on two specific skills; presentation and debate skills; while the English independent study introduces students to various English learning activities students could potentially integrate in their daily lives. The current study employs document analysis and survey as the methods of data collection. Then, content analysis is used to identify the salient themes and patterns occurring from the data to be presented based on the research problems. Analysis of the data shows that the program ran as planned and that some mentors developed the prepared lesson plans. As for the program evaluation, analysis of the survey results show that, in general, the program was viewed positively by the students. Some strengths mentioned were that the module was helpful and informative and that the mentors were fun and motivating. As for the weaknesses, Saturday morning schedule was considered bad option and that outdoor venues were less conducive some times. In light of the evaluation, some suggestions for the future program are offered, such as to improve the timing and venues. Keywords: Mentoring, English Learning, Speaking, Independent Study

The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching Nina Inayati; Alimin Adi Waloyo
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3546

Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.

Online English Grammar Instruction Using Polysynchronous Approach During Pandemic Times Nina Inayati; Suparto Suparto; Dwi Mawan Karifianto
Langkawi: Journal of The Association for Arabic and English Vol 8, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.3350

The purpose of this study is to report the best practices in online grammar learning through the polysynchronous learning model, as well as to explore students' perceptions of such learning model. This study is a descriptive case study covering the design of an online course carried out during the Covid-19 pandemic as the research object. The data processed were in the form of teacher reflections, documents of teaching materials and activities in the Learning Management System (LMS), and an open survey to explore students’ perceptions. The findings from this study indicate that the online grammar learning carried out had sufficient relevance to the concept of polysynchronous learning, which is considered appropriate to be implemented during and after the Covid-19 pandemic. For students' perceptions, in general, they expressed appreciation for the learning process, especially in terms of the personal touch and the teaching style carried out by the teacher, the learning activities, and the teaching materials. Furthermore, some constructive suggestions were also given by students, for example, in the area of overcoming technical problems and learning management. The practices presented in this paper are expected to be useful for other foreign language teachers and lecturers as a form of collective sharing to face the challenges of the online grammar learning process during and after the pandemic.

Bright English Textbook Development for Primary School Grade 6 in Batu City Erlyna Abidasari; Kharisma Naidi Warnandha Sabgini; Nina Inayati
Pioneer: Journal of Language and Literature Vol 13 No 1 (2021)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v13i1.899

Based on Indonesia’s current curriculum, English is no longer compulsory for primary school subject; it is only required to be taught starting at the secondary school level. However, in Batu city, the local government treats English as compulsory local content subject for their area development, which certainly raises several challenges for English teachers in Batu due to the lack of supplementary books and other supporting activities. Since 2019, the supplementary book writing project has been initiated, however, the draft still needs to be evaluated before being published, and this is the focus of this project. The study was projected to describe the development process of the Bright English textbook. This study employed a descriptive-analytical approach, involving primary school teachers, students, and an expert. Questionnaires were distributed to teachers and students to evaluate the overall display and content of the book, whereas an evaluation sheet was delivered to the expert to rate the language level and content. Adapting Richards (2001)’s material development theory, three stages of development were present; training, implementation, and evaluation-publication. The training stage facilitated teachers to better comprehend the textbook structures and varied activities relevant to Batu's wisdom and values, while the implementation stage encouraged more interactive and fun collaborative learning plans through synchronous offline and online meetings. The evaluation and publication phase perfected the textbook in various aspects such as its layout, font style selection, picture, instructions, number of pages, language mechanics, uniformity of graphic design, and placement inconsistency.

The Problems of Generating Ideas Faced by English Language Students in Research Proposal Writing Sary Eka Wahyuni; Nina Inayati
Pioneer: Journal of Language and Literature Vol 12 No 2 (2020)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v12i2.633

Generating ideas plays the key role in the initial phase of writing process, but not many empirical research is available in the literature that address the problems that students face in generating ideas, especially during research proposal writing. The current study aims to find out students’ problems in generating ideas in writing the research proposal. This descriptive study mainly collected the data through survey and interview involving seventh semester students who were in their initial phase of drafting research proposal for their final projects. The data were then analyzed and presented using descriptive quantitative method. The findings indicate that most of the students’ reported facing problems when generating ideas during the initial phase of research writing. Data analysis show that the problems range from the topic development, theoretical frameworks identification, relevant theory search, trusted sources evaluation, research ideas and relevant theory connection, as well as problems and theory assessment. Some pedagogical implications in light of the findings are discussed following the presentation of the results of the study, such as the importance to provide constructive feedback in a timely manner, and discussing ways to evaluate quality resources.

The Strategies in Learning English Listening Skills Used by The Eighth-Graders Mery Eka Wahyuni; Nina Inayati
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.14504

Listening is a receptive skill that plays a crucial role in learning English because it is a language modality used in direct conversation. This study determined the strategies used by the eighth-graders in English listening lessons and their reasoning. This study implemented a mixed-method approach and was carried out in a private junior high school in Probolinggo, involving 62 students. To collect the data, the researchers employed surveys and interviews to determine the types of student learning strategies in listening lessons and the reasons for using these strategies. The survey data were analyzed quantitatively using weighted means, while the qualitative data from the interview were thematically analyzed. The findings indicated that the most used strategies were metacognitive (x=3.77), cognitive (x=3.69), and social-affective (x=3.40). Next, students’ reasons for using the metacognitive strategies would understand the topic, think about the learning process, and evaluate evaluations that help them do the listening test. Students could understand the meaning of the topics they hear, make students focus on learning objectives, and know the progress of learning applied. By knowing students' learning strategies and their reasons, teachers can be more creative in choosing the proper learning methods because they know students' character and what they need.

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