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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris UTAMAX : Journal of Ultimate Research and Trends in Education International Journal of Educational Research and Social Sciences (IJERSC)
Mariani, Nanik
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Scrunitizing Social Presence of In-Service EFL Teachers’ Instruction in The Enactment Of Blended Learning Nasrullah, Nasrullah; Rosalina, Elsa; Mariani, Nanik; Rezma Sari, Annisa; Alfisah, Mutiara; Rahmadina, Nida; Ainah, Noor
International Journal of Educational Research & Social Sciences Vol. 5 No. 1 (2024): February 2024 ( Indonesia - Malaysia )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i1.765

Abstract

Technology utilization learning is gaining popularity especially when online learning is conducted during and after the worldwide pandemic. Many studies have examined blended learning as an effort to integrate online learning and face-to-face learning which has an impact on increasing student engagement, improving learning outcomes, and providing a more flexible and personalized educational experience. However, the results of previous research also reported that the application of online learning has minimal interaction, thus leading to less meaningful learning. To respond to these problems, this study aims to investigate perceptions about the application of social presence in English teaching in the implementation of blended learning. The results of this study show that quantitatively English teachers have applied 3 important aspects of social presence, of which 59.82% agreed with teaching activities based on affective categories. Followed by the second position, which strongly agrees with 39.50% and disagrees with the application as much as 0.69%. In the Open Communication category, as many as 62.37% of English teachers also agreed with the implementation of this activity, 34.72% strongly agreed, and as many as 3% expressed disapproval. Meanwhile, on the concept of group cohesion, as many as 64.63% agreed, and 35.37% strongly agreed with this concept.
EFL Students’ Perception on E-Learning in Post-Pandemic: Assessment, Learning Outcome, Evaluation & Problem Faced Mu'in, Fatchul; Mariani, Nanik; Nasrullah, Nasrullah; Amelia, Rizky
Utamax : Journal of Ultimate Research and Trends in Education Vol. 5 No. 1 (2023): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v5i1.11615

Abstract

Online learning has been experienced by students worldwide with benefits and challenges. Even though previous research has been done on the unreadiness of teachers and students, their lack of technological skills, and their lack of autonomy in carrying online learning, more is needed to know about the washback effect of online learning from the perspective of learners. Thus, this research investigates students' assessment, learning outcomes, evaluation, and problems faced. This study described the English Language Education students’ view of the independent assessment, learning outcome, and evaluation of English online learning from the perspective of English Language Education students. The researchers employed a descriptive quantitative approach and a survey method to collect the data. This study included 100 participants using a purposive sampling technique. For data collection, the researchers employed a questionnaire with 33 questions sent via Google Forms and disseminated to WhatsApp groups and an interview. The data were then coded and tabulated using percentage-based basis values. The findings of this study indicated that, first, students' attitudes regarding the independent assessment of e-learning assessment were 85% showing a favorable result. In the meantime, certain lecturers' respondents needed to provide more feedback and were absent from certain lecturers during learning. Second, the student's view of the learning outcome of using e-learning was positive (68%) because the online meeting coincided with the learning process. Third, the students' perspectives on the evaluation of using e-learning fall under the category of the fair. (65%) During the pandemic, poverty has hindered students' access to and involvement in learning. Those who come from economically disadvantaged families cannot provide appropriate resources for online learning. Long-term lack of infrastructure and access will jeopardize educational achievements.
Teachers’ Perception on Classroom Action Research as One Of The TPD Strategies Mariani, Nanik; Arini, Dini Noor; Nasrullah, Nasrullah; Hidayat, Fahmi
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 1 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i1.5993

Abstract

Teacher Professional Development (TPD) is one of the teacher strategies to enhance the teachers’ professionalism. In addition to the values gained through them, enrolling in TPD activities represents the commitment of individuals to raising their awareness of their work, looking deeper into it, and identifying opportunities and possibilities to improve it. CAR is one of many strategies for TPD, but one of the most demanding and, at the same time, one of the most powerful. It is demanding because teachers go through different procedures. This requires knowledge and skills in research. This research is aimed to reveal the teachers perspectives towards the implementation of Classroom Action Research. The subjects of the research are 10 teachers in South Kalimantan, Indonesia and are given the open-ended questionnaires of Classroom Action Research implementation in the classroom. The findings of the research show that Classroom Action Research is believed to improve on the teaching and learning process as it can identify the problems that occurred in the classroom. Most of the teachers are aware of the importance of conducting the classroom action research, and it is one of a way to develop their professional development. Then, it is suggested for English teachers to undergo Classroom Action Research in their classroom to ensure the professional development process.
Co-Authors Alfisah, Mutiara Dini Noor Arini, Dini Noor Fahmi Hidayat Mu'in, Fatchul Nasrullah Nasrullah Noor Ainah Rahmadina, Nida Rezma Sari, Annisa Rizky Amelia Rosalina, Elsa