Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JET (Journal of English Teaching) International Journal of Research in Education (IJRE)
Mutiara Ayu
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluation Cultural Content on English Textbook Used by EFL Students in Indonesia Mutiara Ayu
JET (Journal of English Teaching) Vol. 6 No. 3 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v6i3.1925

Abstract

Choosing an acceptable textbook is not a simple task since it may be a key component in most language program. It serves as language input and language practice for learners. It also provides the premise for content lesson, the variety of language practice for learner, and serves as a supplement for teacher’s instruction. Teaching and learning a language without knowing its culture are useless. Culture should be taught to the students so as to dig deeper their language potential in learning English. Therefore, a textbook which is often utilized by teachers as a medium to show and help them within the process of teaching and learning should have a significant part in disseminating cultures. Culture is split into three categories: source culture, target culture, and international target culture. Some problems arise whether to keep up the source culture because the dominant part or to clarify more about the target culture. Also, the ignorance of cultural teaching commonly happens in language classroom. Thus, this paper will evaluate and explore how important cultural literacy in EFL teaching is and discuss which culture should be taught in EFL.
Applying Text Feature Walks Strategy in Higher Education to Improve Students’ Critical Reading Comprehension Mutiara Ayu
JET (Journal of English Teaching) Vol. 7 No. 3 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i3.3077

Abstract

This study was conducted to investigate the efficacy of text feature walks strategy in helping students in higher education to improve their critical reading comprehension through the expository texts. It also explored the feedback from students related to the implementation of Text Feature Walks in the virtual classroom. There were 40 students of English Education Study Program in a private university becoming the sample in this study and they were equally divided into experimental and control groups. To measure their improvement in reading comprehension, all students were given pre- and post reading tests in the form of multiple choice. The data obtained were analyzed by using paired sample and independent sample t-tests. The results of paired sample t-test showed that there was a significant improvement in reading (Md=33.13, p=0.000) in experimental group. In addition, the result of independent sample t-test indicated that there were significant difference in reading (Md=39.70, p=0.000) of both groups.
Improving Students’ Writing Ability Using Digital Multimodal Composition at SMAN 1 Katibung Erlangga Rohmat Nafan; Mutiara Ayu
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/rmjj5g29

Abstract

This research aims to enhance the descriptive writing abilities of tenth-grade pupils at SMAN 1 Katibung through Digital Multimodal Composition. The study showed that tenth-grade students faced difficulties in writing due to issues such as a limited vocabulary, grammatical structures, and expressing their ideas effectively. The research design is Classroom Action Research (CAR) following the approach of Kemmis and McTaggart, which includes 4 stages: planning, action, observation, and reflection. The research was completed over two cycles, with each cycle comprised of two meetings. The researcher utilized a writing test, observations, interviews, and document reviews as part of the methodology. The researcher using slide presentations and videos as digital media. The results demonstrated that the average score of pupils in the post-test of cycle 1 increased to 67% from 57% after the implementation of Digital Multimodal Composing media. Due to the percentage still falling short of the criteria, the researcher adjusted the plan for cycle 2, demonstrating enhancements in content, vocabulary, organization, grammatical structure, and mechanics. The difference approach taken in cycle 2 proved effective, resulting in 77% of students achieving the minimum standard score (KKM), which met the success criteria. According to the data assessment, the researcher found that the use of Digital Multimodal Composing media received positive feedback from students and enhanced their writing skills.
Co-Authors Erlangga Rohmat Nafan