Articles
<![CDATA[Reinventing the Dimensions of Reading Attitude and Reading Motivation among Santri ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i4.9117
<![CDATA[A large and growing body of literature has investigated students’ reading attitude and motivation either in elementary or secondary levels. Unfortunately, there remains a paucity of similar study in the context of santri or students in Islamic boarding school. This study, therefore, examined the reading attitude and motivation dimensions among santris. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in this study by completing reading attitude survey adapted from McKenna et al. (1995; 2012) and motivational reading questionnaire (MRQ) adapted from Wigfield and Guthrie (1997). Exploratory and confirmatory factor analyses confirmed that reading attitude was represented by two dimensions as suggested by the finding in previous studies. On the other hand, instead of eleven, only seven reading motivation dimensions manifested in this present study. Reliability coefficients for all the subscales were acceptable. Finally, correlations analysis revealed that each dimension of both reading attitude and motivation were correlated positively.]]>
<![CDATA[Gender differences in santri’s reading attitude and motivation ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Nur Hidayanto Pancoro Setyo Putro]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.5.2.251-262
<![CDATA[A considerable amount of studies has explored gender differences in reading attitude and motivation among students in both elementary and secondary school levels. However, none of them is concerned with English reading attitude and motivation among santri or students living at Islamic boarding school in which gender segregation is applied. This study attempts to investigate santri’s reading attitude and reading motivation based on their gender. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in the study by completing both reading attitude questionnaires and motivational reading questionnaire (MRQ). The results showed that there were significant differences among female and male santris in terms of reading attitude and motivation. The independent sample t-test revealed that female students reported statistically significant higher attitude in both academic and recreational reading than male students. Similarly, female students also reported higher reading motivation in three dimensions of MRQ, i.e. reading involvement, importance of reading, and competition in reading than male student. Likewise, regression analysis showed that gender could predict santri’s reading attitude and motivation. This study, therefore, confirmed a consistent finding from the previous studies revealing that female students had higher reading attitude and motivation than male students.]]>
<![CDATA[Students’ Anxiety in Speaking Class: An Investigation in Online and Offline Learning System ]]>
<![CDATA[Regita Septyani Rahmi]]>;
<![CDATA[Banatul Murtafi'ah]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 6 No 1 (2022): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v6i1.1754
<![CDATA[This study aims to investigate English Education students speaking anxiety in both online and offline learning contexts. This study did a further investigation about the strategies they use to cope with their anxiety when doing public speaking in both online and offline contexts. Although there is a lot of research regarding speaking anxiety has been done by the researchers both in Indonesia and other countries, there are still limited studies discussing speaking anxiety in education especially in both offline and online learning among English education students in Indonesia. This study employed a qualitative method. The data were collected through interviews with two students from a private university in Indonesia. The findings showed that both participants were less anxious when they do public speaking in the online context than in offline one. Furthermore, it was also found that these participants only used one strategy to overcome their anxiety (i.e., preparation) for online public speaking; and used more strategies (i.e., relaxation, preparation, positive thinking, audience depreciation, concentration, and resignation) to deal with offline speaking anxiety. Therefore, it is implied that through these coping strategies,]]>
<![CDATA[EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum ]]>
<![CDATA[Khofifah Novitasari]]>;
<![CDATA[Banatul Murtafi'ah]]>
<![CDATA[ Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.6.3.310-326
<![CDATA[This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.]]>
<![CDATA[Undergraduate students’ perceptions of teachers’ written feedback in academic writing class: A survey study ]]>
<![CDATA[Nisa Cahyani]]>;
<![CDATA[Banatul Murtafi'ah]]>
<![CDATA[ Communications in Humanities and Social Sciences Vol. 2 No. 2 (2022): CHSS ]]>
Publisher : <![CDATA[Komunitas Ilmuwan dan Profesional Muslim Indonesia (KIPMI) ]]>
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DOI: 10.21924/chss.2.2.2022.35
<![CDATA[This survey study aims to describe the students’ perception of teachers’ written feedback in an academic writing class in a private university in Indonesia. 119 students filled in the questionnaire on students’ perceptions of teachers’ written feedback adapted from Ouahidi and Lamkhanter (2020). A descriptive statistic measuring mean, frequency, and standard deviation were used to analyze the data from the questionnaire. The results showed that the teacher’s written feedback to the writing results in the academic writing class was useful and students did not find it difficult to understand any feedback given by the teacher. Most of the students answered often when being asked about their understanding to the feedback. Students were also able to use teacher comments to revise their writing. Revision and rewriting were also found as the follow-up activities that are most often done by students after receiving feedback. Then, it was also revealed that students preferred their teacher to give them correction with comments to all the major errors in their writing. In addition to the feedback, students also preferred their teachers to give praise and criticism. Regarding the correction of students' writing work, students preferred the teacher to correct the errors in content or ideas. Further implications and suggestions are also discussed in this article.]]>
<![CDATA[High-School Students’ Beliefs about Oral Corrective Feedback in EFL Classroom: A Survey Study ]]>
<![CDATA[Fadhila Intan Mawarni]]>;
<![CDATA[Banatul Murtafi’ah]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v4i2.841
<![CDATA[Making mistakes is a typical occurrence for language learners, and it is also a necessary component of the learning process, especially in learning English as a foreign language. Mistakes or errors that often occur if not immediately corrected will affect their communication and focus in learning English. Error correction is still debated whether what kind of error should be corrected and who has more right to give oral corrective feedback (OCF). Therefore, this study aims to investigate students' beliefs about the target and source of oral corrective feedback (OCF). This study used a quantitative method with 226 students from public senior high school as respondents in the study. This study used an instrument called Students beliefs about target and sources of OCF developed by Ha and Nguyen (2021). There were 17 items which were divided into 2 aspects (i.e., target and sources). The data were then analyzed by using SPSS and Microsoft Excel. In conclusion, Students believed that all forms of errors, particularly those affecting communication, should be corrected. However, they also emphasized that mistakes should be corrected even if they did not interfere with communication or the lesson. Moreover, This study also discovered that students wished their teachers had provided them an opportunity to practice offering feedback to each other and to encourage self-correction because it was beneficial. The result showed that students were positive in receiving all kinds of errors to be corrected and show that the teacher is not the only one who can provide feedback to them.]]>
<![CDATA[A Survey of an Exposure to Extramural English Activities among EFL Undergraduate Students ]]>
<![CDATA[Aulia Fachriyany]]>;
<![CDATA[Banatul Murtafi'ah]]>
<![CDATA[ EDULANGUE Vol. 6 No. 2 (2023): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v6i2.8770
<![CDATA[Apart from learning English in class, EFL students start learning English outside the classroom, known as Extramural English activities. This study aims to determine how often EFL undergraduate students are exposed to Extramural English activities in everyday life. It involved 153 students majoring in English Education at a private university in Indonesia who participated in the study. To garner the data, a questionnaire adapted from Barbee (2013) with a total of 34 items which consisted of three elements of language learning activities beyond the classroom, namely 1) Exposure to verbal sources of English outside the classroom, 2) Exposure to written sources of English outside the classroom, and 3) Exposure to verbal-written sources of English outside the classroom was distributed to the students. The results showed that Extramural English activities that were often carried out by the students were listening to English songs with and without lyrics, reading English content on social media, and ‘sometimes’ watching English TV series or movies with subtitles. Overall, each of these activities was carried out by students with a duration of between 4 to 5 and 5 to 7 hours each week. This research can be useful for language teachers or lecturers to motivate students to start practicing English through Extramural English language activities that students do, and for the English Education department to facilitate students' language proficiency with Extramural English activities outside of the classroom.]]>
<![CDATA[Teaching English in Eastern Part of Indonesia: Challenges and Opportunities ]]>
<![CDATA[Nakul, Devi Syahfira]]>;
<![CDATA[Murtafi'ah, Banatul]]>
<![CDATA[ Journal of English Education Program Vol 5, No 2 (2024) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v5i2.72227
<![CDATA[Though several researchs regarding teaching English in rural areas has massively been conducted, most of them focused on the challenges and none to few of them discussed the opportunities. This research, therefore, aims to look at the challenges and opportunities of the teaching experience of a pre-service English teacher when participating in the Kampus Mengajar program in the eastern part of Indonesia. The research method used is a qualitative study that specifically employed phenomenology as the design. Furthermore, this research was conducted in Serui City, Papua with data collected in the form of video and audio recordings from teaching grade 4 and 5 students of elementary school as well as the interviews with the principal of the school. The results of this study showed four challenges including: the absence of English teachers; lack of English competence (vocabulary, spelling, pronunciation); students"™ lack of confidence; and sources of learning. Despite the challenges, there were also opportunities that emerged from this research, such as: enthusiasm (excitement and interest); expectation; and courage and willingness to communicate. Further recommendations are also proposed in this article]]>
<![CDATA[Peningkatan Literasi Digital untuk Budaya Partisipasi di Media Sosial untuk siswa SMA: Increasing Digital Literacy for Participatory Culture on Social Media for High School Students ]]>
<![CDATA[Rianto, Puji]]>;
<![CDATA[Sofia, Nanum]]>;
<![CDATA[Murtafi’ah, Banatul]]>
<![CDATA[ PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 4 (2024): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya ]]>
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DOI: 10.33084/pengabdianmu.v9i4.7057
<![CDATA[Teenagers are one of Indonesia's most significant gadget and social media users and even the world. The use of gadgets by these teenagers has both positive and negative impacts. Some positive impacts of using gadgets on social media include the opportunity to make good friends, enrich their knowledge, obtain information, and improve self-competence. This community service program aimed at building the positive impact of social media among senior high school students, especially to build a participatory culture. The program was conducted in the form of digital literacy training for students at SMA Muhammadiyah 2 Yogyakarta. The training covers knowledge and skills for producing social media content or messages. Before the training, a pre-test was given to the students to check their level of digital literacy to formulate more appropriate training materials. After six meetings, then, the students were asked to complete the post-test to check the impact of the training on them. The results of the tests showed that the digital literacy training for students at SMA Muhammadiyah 2 Yogyakarta was successful. This was shown by the improved scores of the student's digital literacy skills even after the training.]]>
<![CDATA[Problem-based learning to establish social presence: A mixed method investigation in different modes of classroom management practices ]]>
<![CDATA[Murtafi'ah, Banatul]]>;
<![CDATA[Ardini, Anandayu Suri]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 1 (2025): April 2025 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v7i1.85447
<![CDATA[Post-pandemic learning has led schools in Indonesia to conduct a teaching transition from online to hybrid to offline learning. This uncertain situation has forced pre-service English teachers (PSETs), to be able to adapt to any mode of classrooms. Moreover, PSETs must have the social presence ability to manage online, offline, or hybrid classrooms. However, few studies examined how problem-based learning (PBL) can facilitate the establishment of social presence in classroom management practices among PSETs. This study investigates how PBL can establish PSETs"™ social presence. This convergent mixed-method study compares the social presence before and after the PBL implementation. Eighty PSETs joining the Language Classroom Management course completed a social presence questionnaire before and after the course. One open-ended question about their strategies to maintain students"™ engagement was added to the questionnaire. The result showed that the social presence score after the course (M=42.31) was significantly higher than before the course (M=40.80). It was also revealed that after the course, PSETs emphasized how teachers should also build relationships with students and ensure students"™ sense of belonging in the classroom. From these findings, the PSETs"™ social presence has been established through PBL implementation. While PBL supports teacher education and fosters social presence, further research should explore its integration.How to cite this paper: Murtafi"™ah, B. Ardini, A. S. (2024). Problem-based learning to establish social presence: A mixed method investigation in different modes of classroom management practices. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(1), 17"“34. http://dx.doi.org/10.26418/jeltim.v7i1.85447 There is no conflict of interest related to the publication of this article]]>
