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All Journal Journal of Education and Learning (EduLearn) Jurnal Celtic Englisia Journal JINOP (Jurnal Inovasi Pembelajaran) Journal on English as a Foreign Language (JEFL) 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 Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Studies in English Language and Education SEVA Jurnal Pendidikan Progresif
Nina Inayati
Universitas Muhammadiyah Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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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

Abstract

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.
PENDAMPINGAN PENYUSUNAN LEMBAR KEGIATAN PESERTA DIDIK KONTEKSTUAL-BILINGUAL BAGI GURU SDN 2 GADINGKULON Arina Restian; Nina Inayati; Eggy Fajar Andalas
RESONA : Jurnal Ilmiah Pengabdian Masyarakat Vol 6, No 2 (2022)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhammadiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/resona.v6i2.848

Abstract

Lembar Kegiatan Peserta Didik merupakan salah satu komponen penting dalam proses pembelajaran di sekolah dasar. Melalui pembelajaran akan terbentuk pribadi serta perubahan pada subjek pembelajaran. Untuk mencapai keberhasilan pembelajaran, salah satunya dapat dilakukan dengan memanfaatkan keadaan di sekitar lingkungan siswa atau disebut dengan contextual learning. Penerapan desain pembelajaran kontekstual yang kaya akan nilai-nilai kearifan lokal dan disampaikan dalam Lembar Kegiatan Peserta Didik dengan aktivitas berbasis Scientific Approach menjadi tujuan dari program pengabdian ini. Target utama dari proyek pengabdian masyarakat ini adalah untuk membantu para guru di SDN Gadingkulon 2 Kabupaten Malang untuk Menyusun Lembar Kegiatan Peserta Didik tersebut. Metode yang dilakukan adalah melalui empat tahapan utama, yaitu pelatihan/ workshop, pendampingan, alih Bahasa, dan penerbitan. Hasil pengabdian menunjukkan guru sangat antusias dengan program pengabdian karena terletak di wilayah terpencil dan tidak pernah mendapat perhatian pengabdi. Melalui program pengabdian guru yang terlibat dalam program ini dapat menyusun Lembar Kegiatan Peserta Didik kontekstual-bilingual dengan pendekatan saintifik. Melalui program ini dihasilkan 3 buah Lembar Kegiatan Peserta Didik ber-ISBN untuk kelas 1, kelas 5, dan kelas 6.  Abstract. The Student Activity Sheet is one of the important components in the learning process in elementary schools. Through learning will be formed personal and changes in the subject of learning. To achieve learning success, one of them can be done by taking advantage of the circumstances around the student's environment or called contextual learning. The application of contextual learning designs that are rich in local wisdom values and presented in Student Activity Sheets with activities based on the Scientific Approach is the goal of this service program. The main target of this community service project is to help teachers at SDN Gadingkulon 2 Malang Regency to prepare the Student Activity Sheets. The method used is through four main stages, namely training/workshop, mentoring, translation, and publishing. The results of the service show that the teacher is very enthusiastic about the service program because it is located in a remote area and has never received the attention of the devotees. Through the service program, teachers involved in this program can compile contextual-bilingual Student Activity Sheets with a scientific approach. Through this program, 3 Student Activity Sheets with ISBN were produced for grade 1, grade 5, and grade 6.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Indonesian teachers practices of supporting self-regulated learning in the ESP grammar Inayati, Nina; Asih, Ria
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.37419

Abstract

Despite the rich literature on learners self-regulated learning (SRL), limited studies were conducted on teachers support for learners autonomy in language learning, especially in grammar instruction in teaching English for specific purposes (ESP). Framed using Zimmerman and Campillos (2003) SRL framework, this study explores English teachers support to learners cyclical and triadic phases during grammar courses. Two ESP instructors were purposely chosen as the focus of the study, and rich data were collected through observation, interview, and document analysis. Reflexive thematic analysis (RTA) was employed to analyse the data. The findings suggest that despite autonomy and SRL not being prioritised in the curriculum, the teachers showed extensive support for students SRL through instructional designs and classroom practices. One teacher preferred to focus more on motivation raising with ample environmental support, while the other emphasised observation of learning with rich behavioural support. Both teachers also employed gamified learning via digital platforms to support students' learning beyond the classroom. They also tend to lean more toward the cyclical phases than the triadic phases in their support for SRL. These findings shed some light on the urgently needed understanding of language teachers cognition and practices in supporting learners SRL; thus, relevant pedagogical and research implications were offered.
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.
The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class Firdaus, Farah Anita; Inayati, Nina; Khoiriyah, Khoiriyah
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Students’ Perception Towards the Implementation of Online Classroom Interaction in ESP Class. There are several aspects contributing to the effectiveness of online learning. One of which is interaction. Interaction commonly is divided into three types, such as teacher-students, students-students and students-content interaction. This study aims to analyse the students’ perception about online interaction as well as the challenges of online interaction faced by the students in ESP class. A descriptive quantitative method was used. 125 respondents were selected from students of Management Department in semester two. To collect the data, the researcher adapted online survey questionnaire using Google Form and online semi-structured interview using a video conference. The researcher calculated 20 items of questions based on each respondent and question item answered. Based on the results of this study, it is revealed that the average score of all question items calculated based on each respondent and each question item answered is 76,10%. It was found that students were satisfied with the online interaction such as they were appreciated the instructions given by the teacher, they were excited to have an experience with other students in online discussion, and they preferred the idea of using audio for listening during online interaction. However, students reported that the only major problem found was the lack of internet connection. Meanwhile, other problems also encountered such as less interaction and no direct communication with the teacher which hinder their experience to have effective online interaction. Keywords: ESP, student’s perception, online interactionDOI: http://dx.doi.org/10.23960/jpp.v14.i2.202461
Co-Authors Alimin Adi Waloyo Alimin Adi Waloyo Andalas, Eggy Fajar Arina Restian Arti Prihatini Asih, Ria Bramy Biantoro Dwi Mawan Karifianto Ega Septiani Erlyna Abidasari Firdaus, Ahmad Yusuf Firdaus, Farah Anita Hari Windu Asrini I. Ibrahim Jarum, Jarum Karifianto, Dwi Mawan Kharisma Naidi W.S. Kharisma Naidi Warnandha Sabgini Khoiriyah Khoiriyah 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