Garuda - Garba Rujukan Digital

Students’ Strategies and Challenges to Understand Materials in Asynchronous Learning Kurniawati, Dewi; Mardiningrum, Arifah
Proceedings of Universitas Muhammadiyah Yogyakarta Graduate Conference Vol. 2 No. 1 (2022): Strengthening Youth Potentials for Sustainable Innovation
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/umygrace.v2i1.414

Pandemic in Indonesia makes people in the education environment have to do learning from home, and students must do online learning. Asynchronous learning is one of the learning methods used in education as learning from home. This study aims to know the students' strategies and challenges in implementing the strategies in understanding the material in asynchronous learning. This study uses a descriptive qualitative design. To collect the data using an interview with six participants from the English Language Education Department at one of the private universities in Yogyakarta. The researcher found nine strategies used by students: reading the material, looking for additional material, making a note, watching the video, learning independently, studying together, translating the material, asking the friend and the teacher, and boosting the mood. There are five challenges that students face when implementing the strategies, namely, exhaustion, difficulty in comprehension, lack of confidence, absence of help, and mood swing.

Creative Writing for EFL Classroom: Students’ Perception on Its Benefits Mardiningrum, Arifah; Sistyawan, Yan Nisa Intan; Wirantaka, Andi
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8888

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

PELATIHAN MENULIS TEKS NARATIF BAHASA INGGRIS MENGGUNAKAN DIGITAL STORYTELLING Mardiningrum, Arifah; Aditya, David Sulistiawan
JCES (Journal of Character Education Society) Vol 5, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jces.v5i4.10845

Abstrak: Menulis dianggap keterampilan bahasa yang paling sulit dikuasai bagi siswa. Hal ini dikarenakan, menulis menuntut seseorang mengintegrasikan beberapa kompetensi Bahasa, dan akan menjadi lebih kompleks ketika dilakukan dalam Bahasa asing karena banyak aspek yang perlu diperhatikan yang berbeda dengan Bahasa Indonesia seperti grammar, word choice, dan aspek kognitif. Tujuan program pengabdian ini adalah memberikan pelatihan menulis teks naratif melalui Digital Storytelling. Target pelatihan adalah siswa kelas XI IPA SMA Muhammadiyah 5 Yogyakarta. Program pengabdian ini dilaksanakan melalui beberapa tahapan yaitu analisisa kebutuhan, perencanaan untuk pengembangan syllabus dan materi kegiatan, pre-test, pelatihan menulis teks naratif dengan teknologi, post-test dan evaluasi kegiatan. Hasil dari program pelatihan menunjukkan beberapa hasil yang disajikan dalam data naratif dan kuantitatif. Secara umum, observasi menggambarkan pemahaman siswa terhadap aspek teks naratif Bahasa Inggris cukup bagus dan pemahaman penggunaan adjective dan past verb mayoritas juga sudah terlihat dalam tulisan siswa. Data pre-test dan post-test melalui instruments quiz dan analisis tulisan siswa menunjukkan bahwa kemampuan menulis naratif siswa mengalami kenaikan yang cukup signifikan. Hal ini ditunjukkan dari nilai rata-rata pre-test siswa adalah 35,5% dari total soal sedangkan pada post-test nilai rata-rata siswa adalah 74.9%. Dengan demikian pelatihan ini memberikan dampak positif bagi kemampuan menulis siswa dalam Bahasa Inggris.Abstract: Writing is considered the most difficult language skill to master for students. Writing requires a person to integrate several language competencies, and will become more complex when done in a foreign language because there are many aspects that need to be considered that are different from Indonesian, such as grammar, word choice, and cognitive aspects. The purpose of this program is to provide training in writing narrative texts through Digital Storytelling. The target of the training is students of class XI IPA SMA Muhammadiyah 5 Yogyakarta. This service program is carried out through several stages i.e. need analysis, planning (development of syllabus and activity materials), pre-test, training narrative text writing through digital storytelling, post-test and evaluation. The results of the training program were depicted into narrative and quantitative data. In general, the observation delineates that students' understanding of the narrative text aspects of English is quite good and the majority of students' well understanding of the use of adjectives and past verbs can also be drawn from their writing. Pre-test and post-test data through the quiz and quantitative analysis of students' writing reported that students' narrative writing skills had a significant increase. This is shown from the average score of the pre-test of the students is 35.5% of the total questions, while in the post-test the average value of the students is 74.9%. Thus, this training has a positive impact on students' writing ability in English.

Poetry for EFL classroom: Students’ self-expression and the creative process behind its creation Mardiningrum, Arifah; Adriyanthi, Nisrina
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6448

In learning and teaching English as a foreign language, poetry has been used in several non-literary classes but in relatively small proportions, and the foci were mainly not on the students' self-expression and individual creative process. This research aims to understand the experiences of student-teachers majoring in English in using poetry as a means of self-expression and their creative process. This study was conducted with a qualitative approach involving six student-teachers enrolled in the English Language Study Program of a Southern Yogyakarta University, Indonesia. Data were collected through in-depth interviews and analyzed through coding. The results show that poetry became a place for self-reflection, sharing personal experiences, a place for self-awareness, and freedom of expression. Meanwhile, the creative process that the students experienced consists of receiving examples, reliving memories, free writing, finding the right place and atmosphere, writing and re-writing, and receiving and responding to feedback. The study implied that poetry could benefit students with a planned and lengthy process. The study might contribute to the field of language education by providing insights into how poetry can be incorporated into the teaching and learning process.

Teacher talks and their importance for EFL learners Sistyawan, Yan Nisa Intan; Purnamasari, Intan Izza; Azizah, Wafiq; Mardiningrum, Arifah
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1652

In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners. This narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes. HIGHLIGHTS: Teacher talk can be disseminated in the forms of speech modification to facilitate learners, teachers’ role as a facilitator, responses to learners, and teachers’ attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. The forms and benefits of the teacher talk cover any level of education contexts.

Creative Writing for EFL Classroom: Studentsâ€™ Perception on Its Benefits Mardiningrum, Arifah; Sistyawan, Yan Nisa Intan; Wirantaka, Andi
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8888

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search