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All Journal Jurnal Celtic ELLITE: Journal of English Language, Literature, and Teaching Education and Human Development Journal International Journal of English Education and Linguistics (IJoEEL) Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia Studies in Social Sciences and Humanities ELLITE: Journal of English Language, Literature, and Teaching
Laeli, Anita Fatimatul
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Behaviorism: Psychological Theory of Learning Laeli, Anita Fatimatul
ELLITE Vol 5, No 2 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i2.3265

Abstract

Learning theory is a very fundamental, systematic and comprehensive understanding of the process of how people particularly students, learn. Learning theory is much influenced by psychological theories. One of them is behaviorism theory. This theory believes that learning is a change in a person's behavior and that behavior can be observable and measured.  This article aims to discuss the key concept in behaviorism, important figures in behaviorism, and how it is implemented in learning activity in the classroom. There are four concepts of behaviorism theory that are formulated by different psychologists; connectionism, classical conditioning, contiguous conditioning and operant conditioning.  Every concept has different perspective on how the process of behavior change as a result of learning. However, in their implementation of activities, they have the same focus on learning activities; stimulus and response. The discussion of this paper starts with the key concept of behaviorism from different experts. Then, followed by how behaviorism implemented in the learning which can be in the form of teaching activities and assessment. Learning activities that may be the implementation of behavioristic theory include learning using PowerPoint and multimedia, or evaluation of learning that requires true and false answers /yes or no question. This paper is expected to give a clear insight for educators in understanding and implementing behaviorism as psychological theory of learning.
EXPLORING THE LEVEL OF SELF-CONFIDENCE AMONG STUDENTS WITH DIFFERENT SPEAKING PERFORMANCE Lestari, Linda Dwi Ayu; Hidayati, Kuni Hikmah; Laeli, Anita Fatimatul
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 2 (2024): December 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i2.32429

Abstract

This study aimed to investigate the variation of students' self-confidence level in their speaking performance in English. Using a qualitative approach, live experiences, and influencing factors related to self-confidence in speaking English were explored. Data were collected through classroom observations, reflective journals, and interviews to get a deep understanding of participants’ perspectives and behavior. This research was conducted at an English course located in Kaliwates, Jember. The sample consists of two male students and two female students, all at the same CEFR level (A2 Elementary), but with varying levels of self-confidence and speaking performance. The results showed that students with low self-confidence can achieve high scores in speaking performance, while students with high self-confidence do not necessarily achieve high scores. They may still receive a low score in speaking performance, even if they have a high level of self-confidence.
The Effect of Mind Mapping on Jamboard in Tenth-Grade Students Past Tense Mastery Badriyah, Desy Qomariyatil; Devanti, Yeni Mardiyana; Laeli, Anita Fatimatul
International Journal of English Education and Linguistics (IJoEEL) Vol 6, No 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v6i2.9731

Abstract

The purpose of this study to investigates the impact of mind mapping in google Jamboard on students' Simple past tense mastery. The instrument used in this research is a multiple-choice test. Quasi-experimental design is a method in this research with a sample of 60 class X MA Darullughah Wal Karomah students who were divided into control and experimental groups. The experimental group received teaching using mind mapping on google Jamboard, while the control group followed traditional teaching methods. The data shows that the average value obtained in the experimental class was 73.07, while in the control class it was 64.69. The research results show that the use of mind mapping in google Jamboard can improve students' simple past tense mastery. Mind mapping is an effective way or method for teaching grammar. Additionally, combining mind mapping with a digital platform like google Jamboard can create a more interactive, fun, and engaging learning environment. research should explore the impact of mind mapping through jamboard on other areas or skills of language learning. This study did not have much time. If the time were longer enough, the finding would be more effective. So, in the future, researchers should have more time to do it and ensure the internet connection is good because if it is bad, it will also take a lot of time
The Effectiveness of Panel Discussion on Senior High School Students' Speaking Skills Vickry, Fachreza Aprileo; Laeli, Anita Fatimatul; Nuraini, Kristi
International Journal of English Education and Linguistics (IJoEEL) Vol 6, No 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v6i2.9263

Abstract

This research aims to determine the effect of panel discussion on the speaking skills of 2nd-grade senior high school students. This research employed a quantitative method using a quasi-experimental design, where the subjects were not randomly assigned to the treatment group. The instrument used to collect data for this research was a rubric focusing on criteria such as content, fluency, pronunciation, vocabulary, and grammar, which scores the students' speaking skills based on the speaking test. The researcher used a subjective test to measure the students' speaking skills in this test. In the control group (XI-9), pre-test scores ranged from 40 to 68, with a mean of 50.86, and post-test scores ranged from 40 to 72, with a mean of 57.49. In the experimental group (XI-10), pre-test scores ranged from 40 to 76, with a mean of 55.43, and post-test scores ranged from 40 to 84, with a mean of 70.60. The results indicated that panel discussion significantly improved students' speaking skills. For future research, it is suggested that more of the scope sample be explored and that the research be longer than this one to get a more comprehensive result. In addition, more research must be done to advance the impact of the panel discussion on other English skills.
Pemberdayaan “Komunitas Belajar” (Learning Community) Bagi Guru Untuk Meningkatkan Inovasi Pembelajaran Laeli, Anita Fatimatul; Dzarna, Dzarna; Eurika, Novy; Priantari, Ika; Hanafi, Hanafi
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 3 (2025): Edisi Juli - September
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v6i3.6011

Abstract

Program Kemitraan ini bertujuan untuk meningkatkan kolaborasi dan kesadaran guru tentang pentingnya komunitas belajar sebagai strategi untuk meningkatkan kualitas pembelajaran dan inovasi pendidikan. Pelaksanaan program dibagi menjadi dua tahap utama: pendampingan guru dan pendampingan PIC sekolah. Pada tahap pertama, guru diberikan pelatihan berbasis alur MERRDEKA yang disesuaikan, meliputi refleksi diri, eksplorasi konsep, kolaborasi, demonstrasi, dan aksi nyata. Sedangkan pada tahap kedua, PIC sekolah didampingi untuk menyusun tahapan optimalisasi komunitas belajar yang melibatkan pembentukan tim kecil, penciptaan komitmen bersama, hingga berbagi praktik baik melalui PMM (Platform Merdeka Mengajar). Program ini berhasil meningkatkan pemahaman guru tentang komunitas belajar, terbukti dari peningkatan hasil post-test yang menunjukkan peningkatan rata-rata nilai pemahaman. Para guru juga berhasil menyusun rencana tindak lanjut untuk mengintegrasikan komunitas belajar dalam aktivitas sekolah. Bagi PIC sekolah, pendampingan menghasilkan pedoman operasional yang lebih terstruktur untuk keberlanjutan program. Dampak jangka panjang yang diharapkan adalah penguatan kompetensi guru dan peningkatan kualitas pembelajaran berbasis kolaborasi di SMK Islam Bustanul Ulum.
Improving Student’s Reading Comprehension Through Listen-Read-Discuss (LRD) Strategy Azifa, Alisa Azaefa; Hatip, Moch.; Laeli, Anita Fatimatul
Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia Volume 2, Nomor 4, Juli 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/0ew8m955

Abstract

Reading comprehension is a fundamental skill in learning English as a foreign language, but students often experience difficulties in learning texts due to limited vocabulary and lack of engagement strategies. This classroom action research study aims to improve students' reading comprehension by implementing the Read-Listen-Discuss strategy. The research was conducted at SMA Muhammadiyah 02 Wuluhan Jember with 22 students from class XI A. The research was conducted in two cycles consisting of planning, implementation, observation and reflection. The data was collected through student reading comprehension test and class observation. And the results of this study showed a significant improvement in students' reading performance. The average score increased from 65.15% to 76% with 75% of students achieving the minimum standard score of 70 by the end of the second cycle. This shows that the LRD strategy is proven to be effective in improving students' reading comprehension in learning activities.
Analyzing the Online Reading Strategies of Indonesian In-Service EFL Teachers Laeli, Anita Fatimatul; Werdiningsih, Indah; Hanafi
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7271

Abstract

The rapid advancement of technology in the 21st century has transformed English language learning, particularly in reading activities. The shift from print to digital texts not only requires adapting traditional reading strategies but also introduces new strategies, such as searching for and synthesizing information online. This study examines the online reading strategies employed by English language teachers in East Java. Using a quantitative research design with a survey method, 97 English language teachers participated by completing the SLORSI (Second Language Online Reading Strategies Inventory) questionnaire. The results revealed that Traditional Cognitive Strategies, including inferring, skimming, and translating, were the most commonly used, with high scores across all subscales. In the New Cognitive Strategies dimension, strategies like locating, synthesizing, saving, and navigating were also frequently employed, with the saving strategy being the most dominant (Mean = 4.24). The Evaluation Strategy dimension indicated that teachers frequently assessed the credibility of online information. However, Communication Strategies were used the least (Mean = 3.33), particularly in terms of online collaboration and discussion. In conclusion, the study highlights that English language teachers effectively use a range of cognitive, evaluative, and communicative strategies in reading online texts. Nevertheless, there is potential for further development, particularly in enhancing communicative strategies. This underscores the importance of equipping teachers with the skills to navigate and critically engage with digital texts in their teaching practices.
The Correlation Between Reading Ability And Self-Regulated Reading in Digital Text Laeli, Anita Fatimatul
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 1 (2024): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i1.2502

Abstract

The research aims to investigate two main questions: first, whether there exists a correlation between the extensive use of self-regulated reading and the reading proficiency of aspiring English teachers, particularly in digital text comprehension; second, which specific components of self-regulated reading are predominantly employed by these preservice English teachers. The research adopts a quantitative approach, employing a correlational study design, with 37 sixth-semester students in English language education as participants. Data collection involves using a questionnaire and gathering participants' reading scores. The analysis is conducted using correlation and descriptive statistics in Microsoft Excel. Results indicate a weak negative correlation of -0.02116, suggesting a discrepancy between student's reading abilities and their reported self-regulated reading habits in online texts. In conclusion, there is a minimal negative association between students' reading proficiency and online reading proficiency. Future research should delve deeper into this relationship, incorporating specific assessments of online reading proficiency. Furthermore, researchers can also consider additional variables, such as students' level of technological skills or preferences for digital learning, to enrich the understanding of the dynamics of the interaction between reading ability and self-regulated reading in the context of online text.
The Effect Of Using K-W-L Teaching Method On Reading Comprehension In Descriptive Text Rokhim, Fatkhur; Laeli, Anita Fatimatul; Mufaridah, Fitrotul
SS&H: Studies in Social Sciences and Humanities Vol 1 No 2 (2024): SS&H: Studies in Social Sciences and Humanities
Publisher : Empat Sembilan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63232/ssh.v1i2.27

Abstract

For L2 teachers to enhance their students' L2 reading abilities, they must take into account an appropriate teaching approach that can impact reading accomplishment in a second language (L2) and solve students’ problem in learning foreign language. In learning reading skill, several Indonesian students have their own difficulties such as challenging vocabulary, understanding sentences, accurately reading words or sentences, and so forth. Those problems make Indonesian language learner feel frustrated and give up in learning language, on top of that, the conventional teaching method also can’t boost their interest to learn English language. However, A lot of studies had conducted to investigate the various of teaching method particularly K-W-L teaching method that has an impact on reading comprehension. Further, K-W-L method has a lot of advantage when it is implemented in learning language it’s like encourage student reading interest and reading comprehension. The current study fills this gap by investigating the effectiveness K-W-L method in improving learning achievement in terms of reading comprehension. The fundamental claim of this research is that the K-W-L method of instruction may have an effect on students' ability to understand what they read and retain information in a descriptive text. Thirty-three junior high school students completed reading exams (pre-test and post-test) using two different forms of descriptive but they were divided into two classes to find the difference in reading abilities of students who were treated using K-W-L method and students who were not. The effect of K-W-L as a teaching strategy on students' reading comprehension will be assessed by comparing the outcomes of the two assessments. According to test scores, there were disparities in EFL reading comprehension, as revealed by the statistical analysis, suggesting that this teaching strategy is important in determining the reading accomplishment of EFL students. These findings offer valuable information about how the K-W-L method may be structured and put into practice to help L2 learners improve their L2 reading proficiency and students' engagement. The paper concludes with a few recommendations for additional research in the K–W–L domains, including L2 reading and L2 teaching methods.
Co-Authors Azifa, Alisa Azaefa Badriyah, Desy Qomariyatil Devanti, Yeni Mardiyana Dzarna, Dzarna Eurika, Novy Hanafi Hanafi Hanafi Hatip, Moch. Hidayati, Kuni Hikmah Ika Priantari Indah Werdiningsih Kristi Nuraini, Kristi Lestari, Linda Dwi Ayu Mufaridah, Fitrotul Rokhim, Fatkhur Vickry, Fachreza Aprileo