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All Journal Journal of Education and Learning (EduLearn) Jurnal Celtic Englisia Journal JINOP (Jurnal Inovasi Pembelajaran) JEES (Journal of English Educators Society) Journal of Foreign Language Teaching and Learning Resona : Jurnal Ilmiah Pengabdian Masyarakat Langkawi: Journal of The Association for Arabic and English Pioneer: Journal of Language and Literature Journal of Community Service and Empowerment SEVA Jurnal bahasa, sastra, seni, dan pengajarannya Journal on English as a Foreign Language (JEFL)
Nina Inayati
Universitas Muhammadiyah Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Designing instructional media for English speaking club to develop learners’ communication skills Bramy Biantoro; Alimin Adi Waloyo; Nina Inayati; Nosa Setia Budi; I. Ibrahim
Journal of Community Service and Empowerment Vol. 4 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v4i1.24678

Abstract

This paper presents the development of instructional media for an English-speaking club to improve students’ speaking and general communication skills as part of a community service program. This was conducted as an attempt to address a lack of English communication competence of students at SMP Muhammadiyah 1 Malang. The project is part of the collaboration between the English Language Education Department (ELED) of the University of Muhammadiyah Malang (UMM) and SMP Muhammadiyah 1 Malang. The project involved ELED lecturers, students, and English teachers and students of SMP Muhammadiyah 1 Malang. The chosen topics for the English club are relevant to students’ everyday lives, complemented with corresponding English language-related games. For that, a module was created for ten sessions with three specific topics (English vlog, speech, and storytelling), complemented with the digitalized media for the games in each session. This paper presents a detailed account of the preparation, development, and evaluation of the developed module and media for the speaking club, emphasizing the collaborative nature of all involved in the project. Lessons learned are discussed and highlighted for other English language teachers and educators who wish to conduct the same project in their respective institutions.
Cognitive strategies of law students in writing opinion text Prihatini, Arti; Asrini, Hari Windu; Wuryaningrum, Rusdhianti; Inayati, Nina
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21228

Abstract

Writing skills are one of the determining factors for law students' success, but it is their biggest problem. This problem stems from the lack of grammar mastery and learning barriers during the COVID-19 pandemic. Therefore, this study aims to describe cognitive strategies for law students in writing opinion texts during the COVID-19 pandemic and the pedagogical implications. This study employed a mixed method. The research participants were 200 first-year students of the 2021-2022 academic year. Data collection methods are inventory and open-ended questions. The research found that students with Indonesian as first language (L1) are high in cognitive strategies, while second language (L2) students are moderate. The highest cognitive strategy is to look for reference sources on grammar rules on the internet. The correlation found a significant relationship among cognitive strategy. The most significant is the relationship between all cognitive strategies and developing explicit knowledge of grammar. Our findings provide pedagogical implication that writing instruction needs to use cognitive strategies as grammar learning strategies within a contextual-communicative approach in law. In conclusion, cognitive strategies can be used integratively in writing by emphasizing the use of explicit language knowledge and various digital sources for L1 and L2 learners.
EVALUATING THE IMPACT OF FORENSIC LINGUISTICS EDUCATION ON STUDENT AWARENESS OF LEGAL AND ETHICAL ONLINE BEHAVIOR: Firdaus, Ahmad Yusuf; Inayati, Nina; Lailiyah, Sufil
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 1 No 1 (2024)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

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Abstract

This study evaluates the effectiveness of the community service conducted at SMP Cendikia Insani on the introduction of forensic linguistics. The primary aim of this activity was to enhance students' understanding of language analysis in legal contexts, social media language ethics, and the legal consequences of unethical online behavior. Through materials covering fundamental forensic linguistics concepts, discussions on language ethics, and explanations of the Information and Electronic Transactions Law (UU ITE), students were introduced to essential principles of responsible and ethical communication. Interactive learning methods, including quizzes and case studies, were employed to encourage active student participation and deepen their understanding. The results indicate that students showed increased awareness and understanding of language ethics and the legal implications of online behavior. The high level of enthusiasm during Q&A sessions and discussions reflects the relevance and value of the content delivered. Support from Universitas Abdurachman Saleh Situbondo was crucial to the success of this initiative, reaffirming the shared commitment to holistic and relevant education for the digital generation.
Student’s strategies in online autonomous English language learning Inayati, Nina; Rachmadhani, Rachyani Ayulis; Utami, Berliana Nurmustika
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1035

Abstract

This study investigates the integration of online technology by English language learners, especially those done in autonomous learning. To be more specific, this study aims to discover how systematic is students’ strategies in online autonomous language learning and the supports they expect from the educational institutions and teachers/lecturers in terms of conducting effective online autonomous learning. This study mainly employs survey design which is supported by interview. The population of the study was the undergraduate students of English Language Education Department in a private university in Malang, East Java, Indonesia. The findings suggest that learners were less systematic in their strategy use when conducting autonomous language learning. They showed lack of long term goal setting and reported difficulty in evaluation, and mostly resort to short term planning, resource finding and execution of learning. For the reasons, avoidance of classroom-like feeling and not knowing how to evaluate was repeatedly noted. Further, they also reported high expectation of teachers and institutions’ support and assistance in conducting autonomous language learning. The current study and some previous studies in the area have noted that learners tend to consider goal setting and evaluation as teachers’ areas, influenced by the fixed curriculum imposed in schools and university. As such, some flexibility in curriculum enactment is proposed and stronger intervention by teachers and institutions to support learners’ autonomy are proposed.
Student awareness, attitude, affordances, and challenges in online autonomous English language learning Inayati, Nina; Karifianto, Dwi Mawan; Jarum, Jarum
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 49, No. 1
Publisher : citeus

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Abstract

Autonomy in self-regulated learning using various online modes has currently become the norm in English language teaching and learning. This research aims to address student awareness and attitude towards autonomous language learning and their affordances and challenges as a part of such learning. A cross-sectional survey was conducted on English language students of a renowned private university in Malang, Indonesia. The findings suggest that student awareness on the importance of autonomy in language learning was very high. In general, their attitude towards autonomous learning was positive. They also reported that autonomous learning, especially those conducted in informal online settings were enjoyable and educative. However, some practical challenges were identified. The foci of the survey in the study were on the student affordances and challenges during autonomous language learning. Our data showed that student affordances include a number of technical aspects, learning resources, and learning management, while the challenges consist of technical and learning management aspects. We then proposed relevant activities to support students’ autonomous learning. Pembelajaran mandiri dalam bahasa Inggris saat ini tengah menjadi hal yang normal dilakukan, terutama dalam konteks pembelajaran daring selama masa pandemi tahun 2020. Penelitian ini bertujuan untuk mengetahui tingkat kesadaran dan sikap pebelajar terhadap pembelajaran Bahasa Inggris mandiri, serta kemampuan (affordances) dan tantangan dalam melaksanakan pembelajaran Bahasa Inggris mandiri. Penelitian ini menggunakan desain survei cross-sectional dengan melibatkan mahasiswa jurusan Bahasa Inggris di sebuah universitas swasta terkemuka di Malang, Jawa Timur. Hasil analisis data secara deskriptif menunjukkan bahwa kesadaran akan pentingnya pembelajaran Bahasa Inggris secara mandiri sangat tinggi, sementara sikap responden terhadap pembelajaran Bahasa Inggris secara mandiri juga secara umum positif. Pembelajaran ini, terutama yang dilakukan dalam konteks daring dan informal, menurut responden bersifat menyenangkan dan mendidik, akan tetapi beberapa masalah teknis juga ditemukan. Oleh karena itu, aspek selanjutnya membahas tentang berbagai hal yang memungkinkan responden untuk melakukan pembelajaran bahasa Inggris secara mandiri, yang ditemukan pada area teknis, sumber belajar, serta manajemen pembelajaran. Sementara untuk tantangannya, temuan dari analisis data menunjukkan bahwa kendala teknis dan aspek manajemen pembelajaran menjadi dua faktor utama. Beberapa implikasi dan saran praktis berdasarkan temuan dalam penelitian ini juga dibahas secara rinci dalam laporan penelitian ini.
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 : Universitas Islam Negeri Palangka Raya, Indonesia

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

Abstract

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.
Co-Authors Alimin Adi Waloyo Alimin Adi Waloyo Andalas, Eggy Fajar Arina Restian Arti Prihatini Bramy Biantoro Dwi Mawan Karifianto Ega Septiani Erlyna Abidasari Firdaus, Ahmad Yusuf Hari Windu Asrini I. Ibrahim Jarum, Jarum Karifianto, Dwi Mawan Kharisma Naidi W.S. Kharisma Naidi Warnandha Sabgini Laela Hikmah Nurbatra Lailiyah, Sufil Mery Eka Wahyuni Nosa Setia Budi Rachmadhani, Rachyani Ayulis Rahmawati Khadijah Maro Rusdhianti Wuryaningrum Sary Eka Wahyuni Septiani, Ega Suparto Suparto Utami, Berliana Nurmustika