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All Journal English Review: Journal of English Education Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Journal International Journal of Teaching and Learning (INJOTEL)
Nirwanto Maruf
Universitas Muhammadiyah Gresik
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Socioculturally-Based Experience of EFL Learners: A Case Study in Kampung Inggris Pare Kediri Musfiro .; Slamet Asari; Nirwanto Maruf
British : Jurnal Bahasa dan Sastra Inggris Vol 11, No 1 (2022): JUNI
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/british.11.1.%p.2022

Abstract

In sociocultural perspective, by participating in communities of practice and their exposure to target language, learners are able to acquire languages. It enables many educators to design ESL settings for motivating their learners. As the impact, many researchers investigated sociocultural expansion in language acquisition and learning including the role of mediation in real classroom activities. Kampung Inggris Pare is a well-known English learners’ Community that has been Vygotskian for a long time. Having more than 100 English courses and 20.000 learners, it serves EFL learners in ESL settings. Even though the investigations in Kampung Inggris Pare do not reach the mediation that occurs in social interaction outside the class. Applying a case study approach in this qualitative research, the researcher investigated social interaction between EFL learners and out-class society to capture how the out-class social interactions influence learning experience of EFL learners in Kampung Inggris Pare. Focus group discussion and semi-structured interview virtually engaged 5 respondents who came from different provinces and graduated from English courses in Kampung Inggris Pare. Then, the researcher used cross-case theme analysis that required reassembling the data based on logical connection among the themes. Findings of this study led to four dimensions of out-class society interaction in Kampung Inggris Pare including learner-roommate, learner-roomlady, learner-seller, and learner-transportation provider. Findings also highlight that the environment setting in Kampung Inggris Pare in which learners interacted within those dimensions could influence learners’ English achievement, namely linguistic knowledge such as vocabulary, grammar, and pronunciation.Keywords: socio cultural, experience, Kampung Inggris Pare
LEARNERS’ ENGAGEMENT WITH TEACHER WCF OR LEARNERS’ ENGAGEMENT WITH PEER WCF? LEARNERS’ PERSPECTIVES. Nirwanto Maruf; Indyra Mahdiana; Bahar Bahar
British : Jurnal Bahasa dan Sastra Inggris Vol 11, No 2 (2022): SEPTEMBER
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/british.11.2.%p.2022

Abstract

Written corrective feedback (WCF) is defined as some responses related to learners’ linguistic errors in written and used by teachers to help learners for improving their writing’s accuracy. It is necessary to understand regarding learners’ engagement with corrective feedback. By understanding learners’ engagement with written corrective feedback, teacher can determine the appropriate type of written corrective feedback which used as effective strategy in improving learners’ writing ability. This study aims to reveal learners’ perspectives on their engagement with written corrective feedback and learners’ engagement with peer written corrective feedback (WCF). This quantitative research obtained the data through questionnaires. These questionnaires aim to measure both learners’ engagement with teacher written corrective feedback and learners’ engagement with peer written corrective feedback. The results of the study indicate that learners are more engage and agree with teacher WCF practice (mean 35.5), rather than engagement with peer WCF practice (mean 30.8) since teacher WCF had greater positive impact for learners’ writing rather than peer WCF. This researches conclude that learners believe that teacher WCF more useful to locate their errors. Meanwhile, related to peer WCF, learners engage in affective by feeling happy, enthusiastic, and interested in receiving and reading peer WCF.
The Effectiveness of Wordwall Online Games as Technology-Based Learning on Grammar Quality among Junior High Students Anisah Rosydiyah; Slamet Asari; Nirwanto Maruf
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 3 (2022): Budapest International Research and Critics Institute August
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i3.6818

Abstract

In accordance with 21st century learning, conventional learning methods become unattractive and result in poor student participation in class. Wordwall online games are used as a tool to improve the quality of grammar in the ESL class. Using Wordwall online games in this study aims to determine the effectiveness and perceptions of Wordwall Online Games as Technology – Based Learning among junior high school students in learning grammar. This study administers quasi experimental design. The accessible population of this study was the students of class 7A and 7B of MTs Ma;arif Sidomukti in 2021/2022 academic year. The experimental class was class 4A which consisted of 30 students while the control class was class 30 which also consisted of 30 students. The experimental class was accompanied with Wordwall online games and the other was control class without Wordwall online games. The research instruments used to collect the data in this study was grammar multiple-choice test. The Data analysed using independent sample t-test with SPSS version 25. The result shows that probability value of both groups is 0.002 meaning that the probability value is higher than the level of significance 0.05 (0.002 < 0.05). It indicates that Wordwall online games significantly influence students’ grammar quality.
Exploring Students’ Perceptions of Small WhatsApp-Based Instruction versus Traditional Group-Driven Reading Methods Nirwanto Maruf
Jurnal Ilmiah Jendela Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55129/jp.v12i1.2534

Abstract

This study aimed to investigate the impact of Small WhatsApp-based instruction versus Traditional Group-Driven Reading methods on students’ perceptions of engagement, motivation, and satisfaction. The participants were randomly assigned to the Small WhatsApp group and the traditional group-driven reading group. The results of the questionnaires revealed that the students in the Small WhatsApp group had higher levels of engagement, motivation, and satisfaction with the instruction compared to those in the traditional group-driven reading group. Specifically, the results showed that the students in the Small WhatsApp group reported higher level of engagement, motivation, and satisfaction with an average score respectively of 4.2, 4.1 and 4.3 on a 5-point Likert scale, in contrast, the students in the traditional group-driven reading group reported an average score of 3.6, 3.5 and 3.8 on the engagement, motivation, and satisfaction scale. These results indicate that students who received instruction using Small WhatsApp had more positive perceptions of their instruction in terms of engagement, motivation, and satisfaction. The results of the study suggest that the use of Small WhatsApp can be effective tool for promoting student engagement and motivation in the classroom. Nevertheless, this study suggests for future researches should investigate the use of other forms of technology-assisted instruction in reading instruction.
Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis Nirwanto Maruf; Adimawati Helingo
JET ADI BUANA Vol 7 No 02 (2022): Volume 7 Number 02 October 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n02.2022.6191

Abstract

The objective of this research is to investigates the assessment strategies that required to be implemented, and are favorable for the learners in order to rectify EFL students’ performance regards to their language performance. This study conducted based on the presumption that teachers merely consider students’ preference on how they want to be assessed. A need analysis is administered to meet the objective of the research. The result indicates that learners mostly prefer to have corrective feedback from the teacher during the teaching and learning activities, meanwhile performance task and quiz assessment are preferred by learners as their assessment strategies instead of summative assessment. Nevertheless in spite of that, KWL assessment strategy is also recommended for the teaching and learning of English.
Students’ Engagement on Teachers’ Online Feedback with Timing in Study-From-Home Through Learning Management System Rahma Amalia Aslam; Khoirul Anwar; Nirwanto Maruf
Jurnal Ilmiah Jendela Pendidikan Vol 12 No 1 (2022): Jendela Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan - Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate students’ engagement with teachers’ online feedback with timing in studyfrom - home through a Learning Management System (LMS). Data were collected from 38 students of SMA Muhammadiyah 1 Gresik who were chosen as a sample in this study. They filled 14 items in questionnaire of students’ engagement which are divided into 4 dimensions: emotional, behavioral, cognitive, and affective engagement. The results showed an average mean score of 3.71, 3.76, 3.87, and 3.97 respectively for emotional, behavioral, cognitive and affective engagement. The results also showed that students generally had a positive experience with the timing of direct and indirect feedback provide by their teachers, with an average mean score of 3.56 and 3.53 respectively. The results indicate that providing timely online feedback to students through an LMS can have a positive impact on stuents’ engagement and performance. The study also has some limitation, such as being conducted in only one school and in one subject area, thus future research should explore these findings in different contexts and subject areas. The results of this study provide a starting point for further research on the topic and can be used to guide future studies on students’ engagement with online feedback with timing in study-from-home through LMS.
The Effectiveness of Mobile Collaborative Learning on Students’ Writing Performance by Implementing Magnet Summary Strategy Ahsanul Masyhud; Nirwanto Maruf; Slamet Asari
JET ADI BUANA Vol 8 No 01 (2023): Volume 8 Number 01 April 2023
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v8.n01.2023.7036

Abstract

The purpose of the study was to examine the effectiveness of using Mobile Collaborative Learning (MCL) and Magnet Summary Strategy (MSS) on students’ writing performance and their perceptions towards these strategies. This study utilized a pre-test and post-test control group quasi-experimental design. The results of the paired sample t-test revealed a statistically significant difference between the average pre-test score of 45.8000, indicating a lower level of knowledge among participants before the intervention, and the average post-test score of 68.2800, indicating a substantial improvement in knowledge following the interventions. The intervention used MCL and MSS to help students summarize and organize information, which resulted in improved writing performance. moreover, the significance level of 2-tailed test was less than 5% demonstrating that the difference in the pre-test and post-test scores was statistically meaningful. Thus, it is improbable that the variance in scores happened merely by chance, indicating that the intervention had considerable impact on the participants’ knowledge. The results also showed that the implementation of MCL and MSS helped students to improve their social skills. They appreciated the opportunity to collaborate and communicate with their peers, which helped them to develop their interpersonal skills and learn from each other. Moreover, the implementation of MCL and MSS resulted in a sense of group success when working on group activities, which contributed to a positive learning experience. Overall, the study suggests that using MCL and MSS can be an effective approach to improve students’ writing performance and their social skills.
WHATSAPP USE ON READING COMPREHENSION: EXPLORING THE IMPACT AMONG EFL LEARNERS Sri Mujayanah; Nirwanto Maruf; Slamet Asari
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7712

Abstract

The study aimed to explore the impact of WhatsApp use on reading comprehension among English as a Foreign Language (EFL) learners in Indonesia. Results from the questionnaire showed that a majority of the participants used WhatsApp for reading activities often or very often, with new articles, fiction or literature, and non-fiction books being the most common types of reading materials accessed. The majority of EFL learners spent 1-2 hours on WhatsApp for reading activities, and cited convenience and accessibility as the main reasons for using the platform. The results also showed a significant number of EFL learners believed that using WhatsApp had improved their reading comprehension skills, although some participants did not find it to be an effective tool. The most commonly cited advantage of using WhatsApp for reading activities was convenience and accessibility, followed by engagement with peers and opportunities for discussion and exchange of ideas. Meanwhile, the most commonly cited disadvantage was distraction from other conversation or notifications, limited access to a wide range of reading materials, and lack of interaction with the teacher or tutor. The results also indicated that the majority of EFL learners improved their reading comprehension skills over time when using WhatsApp for reading activities, with a focus on reading texts or materials, participating in group discussions, and completing reading comprehension exercises. The study results provide valuable insights into the impact of WhatsApp use on reading comprehension among EFL learners and could help identify areas for improvement in utilizing the platform for reading activities.
THE INTERPLAY OF TEACHERS’ BELIEFS, ATTITUDES, AND THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN EFL CONTEXTS Nirwanto Maruf
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7251

Abstract

The aims of this study were to examine the relationship between teachers’ beliefs and attitudes about differentiation and the implementation of this approach in English as Foreign Language (EFL) classrooms in Indonesia. The study also aimed to examine the impact of these practices on student engagement and motivation. A total of 100 teachers from several different schools participated in the study which were scattered from the major islands in Indonesia, and the data were collected using a self-report questionnaire that was administered online by provided with link. Correlations analysis were conducted to examine the relationships between the variables. The results showed that teachers’ beliefs and attitudes about differentiation had a strong positive correlation with the implementation of this approach in their classrooms (r = 0.75, p < 0.001). in addition, professional development in differentiation was positively correlated with teachers’ beliefs and attitudes about this approach (r = 0.65, p < 0.001). The results also indicated a strong positive relationship between teachers’ beliefs and attitudes about differentiation and student achievement in EFL classrooms (r = 0.80, p < 0.001). These findings suggest that teachers’ beliefs and attitudes about differentiation play a significant role in their implementation of this approach in the classroom, and that differentiated instruction has the potential to improve student achievement and engagement in EFL classroom in Indonesia. However, further research with a larger and more diverse sample is needed to fully understand these relationships in the Indonesian context.
Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users Mukamil Mukamil; Slamet Asari; Nirwanto Ma’ruf; Bayu Hendro Wicaksono
Jetlal Vol 7 No 2 (2023)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v7i2.6379

Abstract

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essential to the manifestation of the student-centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activities. There were 51 university students participated in the study using a mix of questionnaire and interview data collection techniques. The study revealed that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a native speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writing, native American speaker advisors, and listening activities. Vocabulary, pronunciation, and grammar need to be progressively integrated into these programs since many of them wish to be overseen by Native American speakers, notably for the American English pronunciation model, and non-native speakers for English grammar.
Co-Authors A Maya Rupa Anjeli Adimawati Helingo Ahsanul Masyhud Anisah Rosydiyah Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Endarwati Endarwati Eva Desembrianita Fauziyah, Nur Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi Khoirul Anwar Khoirul Anwar KHOIRUL ANWAR Kuchakovska Halyna Kurniawan, Bhagaskoro Ardhianto Latifa, Salsabilah Like Trisnawati Hardina Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabilah, Ufairoh Rozana Nabillah, Indiarti Yasmin Nona Safira Timur Nur Fariha Nuri Rahmiati Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Santoso, Kusumo Hadi Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Trishna Nanda Barianty Wahyu Restu Indayani Wasik, Zainul Wijayanti, Tri Cicik Yazid, M Yudhi Arifani