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All Journal Jurnal Edukasi Universitas Jember ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH ELLTER Journal EFL Education Journal Jurnal bahasa, sastra, seni, dan pengajarannya
Musli Ariani
FKIP UNEJ
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Use of Sitcom as Media to Improve Students’ Ability in Translating Grammatical Equivalence Aisyah, Siti; Ariani, Musli; Puspa, Areta
EFL Education Journal Vol. 10 No. 3 (2023): Vol. 10. No. 3 NOVEMBER 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i1.39298

Abstract

This study is aimed at investigating the difficulties and ineffectiveness of teaching translation and gaining significant development from the students. It highlights the use of popular media in the form of audio-visual to reinforce English grammatical structures as well as its cultural aspects for the students' better comprehension in English to Indonesian translation skill. The implementation of classroom action research that includes using audiovisual media to enhance their translation skill and it’s effectively was further determined through observation and close analysis. The data was analyzed using an analytical scoring rubric to present the results of pre/post tests and classroom observation. The average of the post-test score was 79.15, indicating an improvement after the implementation of using teenage American sitcom as learning media for translation skill in the aspect of grammatical equivalence. This suggests that alternative media learning with audiovisual elements as the American teenage sitcom "Sam and Cat" was effective in teaching translation with grammametric equation. This is evidence of how the implementation process and teacher's guidance can help students improve the material and understand the concept of using audio visual media as learning medium better. The results of this study are expected reliable and solid research source for the other researchers in the same field of education in the future, especially in the topic of determining the method in enhancing students' ability in language translation.
ACADEMIC EMOTIONS OF MIDDLE SCHOOL STUDENTS LEARNING ENGLISH AFTER THE COVID-19 PANDEMIC: HIGH ACHIEVERS' EXPERIENCES Hasanah, Uswatun; Setyono, Budi; Ariani, Musli
ELLTER Journal Vol. 5 No. 1 (2024): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v5i1.13678

Abstract

Changes in English language learning experienced by students after the pandemic can elicit a range of academic emotions. These emotional changes can be due to the environment and different learning atmospheres. The existence of these emotional changes will also have an impact on students’ academic achievement. Therefore, this study aims to examine the academic emotions of high-achieving students of junior high school learning English after the Covid-19 pandemic and how they affect students’ effectiveness in learning English. Using a descriptive case study research design to explore students' academic emotions, the research revealed the existence of four types of academic emotions: achievement, epistemic, topic, and social emotions. Each type was accompanied by positive and negative experiences. The positive emotions such as happiness, enjoyment and confidence can be caused by their enthusiasm and interest in learning, which closely related to the achievement obtained. Inversely related to the negative emotions, they tend to feel bad when they do not like something done during offline learning.  
The Effect of Using Numbered Heads Together Technique on Reading Comprehension Achievement of the Eight Grade Students at SMP Islam Gumukmas Martino, Robbica; Istianah, Wiwiek; Ariani, Musli
Jurnal Edukasi Vol. 2 No. 1: Maret 2015 : Jurnal Edukasi
Publisher : Universitas Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.285 KB) | DOI: 10.19184/jukasi.v2i1.3405

Abstract

This research was a quasi-experimental research using post-test only control group design. The purpose of this research was to know whether or not there was a significant effect of using Numbered Heads Together Technique on reading comprehension achievement of the eight grade students. The research respondents were the students of VIII A and VIII C of SMP Islam Gumukmas. In this research, the students of VIII A were assigned as the experimental group who were taught by using Numbered Heads Together Technique. Meanwhile, the students of class VIII C were assigned as the who were taught by using Lecturing Technique. Before the research was conducted, the researcher had conducted a homogeneity test to know whether the population was homogeneous or not. The result showed that the population was heterogeneous, so the researcher chose the respondents of the research from two classes that had the same or the closest mean difference. The data collection method used was purposive method. There were two kinds of data in this research, primary data and supporting data. The primary data in this research was collected from the students’ reading score. The supporting data was collected by using interview and documentation. The primary data were analyzed using independent sample t- test. The result of the data analysis proved that the application Numbered Heads Together Technique significantly affected the eighth grade students’ reading comprehension achievement. It can be seen from the result of statistical computation value of t-test which was higher than the value of t-table with significant level of 5% (5,37>1,98). This means that the null hypothesis (Ho) was rejected and the alternate hypothesis (Ha) was accepted. Based on the results of hypothesis verification, it can be concluded that there was a significant effect of using Numbered Heads Together Technique on Reading Comprehension Achievement of the Eighth Grade Students at SMP Islam Gumukmas, Jember in the 2014/2015 academic year. Keywords :Experimental Research, Reading Comprehension Achievement, Numbered Heads Together Technique.
‘I ALMOST CRIED’: PRE-SERVICE TEACHER’S EMOTIONAL EXPERIENCES DURING A TEACHING PRACTICUM Purwanto, Luthfia Navaberliana; Fitriyah, Siti Masrifatul; Ariani, Musli
ELLTER Journal Vol. 5 No. 2 (2024): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v5i2.15786

Abstract

Emotions are closely related to teaching and learning activities, especially for pre-service teachers as beginners in the field of teaching. In the classroom, there is not only an exchange of knowledge but also effective aspects of teaching and learning that might be challenging for pre-service teachers as they are mostly unfamiliar with the real classroom situation. Thus, this study aimed to explore and investigate one of the authors’ as a pre-service teacher's emotional experiences during a teaching practicum program, chosen through a purposeful sampling technique. The selected participant met the requirements for the study: an EFL pre-service teacher assigned to a teaching practicum program, capable and willing to write diary entries for data collection. To record the emotional experiences, the participant wrote diary entries during practicum. The data collection will be analyzed using categorical content analysis before writing the findings in narrative form. The findings explicate that pre-service teacher experienced both negative and positive emotions as a result of their interaction related to academic activities and their environment. Both emotions were found to affect pre-service teacher’s strategy, motivation, creativity, goals, students’ learning outcomes, and the whole teaching practicum experience.
English Teachers’ Innovative Approach to Teaching Speaking Skills Fitriani, Nandita; Rofiq, Annur; Ariani, Musli
English Education:Journal of English Teaching and Research Vol 10 No 1 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.24216

Abstract

To facilitate students with speaking proficiency that is applicable in today’s real-world communication, an innovative approach to teaching of speaking is needed. The purpose of this research is to investigate what innovative teaching approach that teachers use to teach students English speaking skills that will assist them in real-world communication. This study used a qualitative-descriptive case study design. The data were collected through observations and interviews and analyzed by using thematic analysis. The findings reveal that there are six characteristics of innovative teaching that teachers used when teaching English speaking skills in the classroom. They are teacher-student collaboration, HOTS oriented towards the teaching of speaking, integration of ICT in the teaching of speaking, teaching of speaking that involve 21st-century learning skills, teaching of speaking that strengthen literacy skills, and the teaching of speaking that strengthen character education (SCE). Understanding the innovative teaching of speaking implemented by the teacher as revealed in this study, further studies intended to analyze and deepen the understanding of the impact of these innovative teaching approach on students’ speaking performance should be conducted.
Coping with L2 Sociopragmatic Sensitivity Using A Story-Based Approach Ariani, Musli; Kadarisman, A. Effendi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 45, No. 2
Publisher : citeus

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

Abstract

Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions.
Co-Authors A. Effendi Kadarisman, A. Effendi Agna, Aura Roro Rif'aning Ana Rahmayanti Annur Rofiq Aqnia, Nadhirdya Fasya Ardhiani, Nada Areta Puspa Bambang Suharjito Budi Setyono Fitria, Ifada Nur Fitriani, Nandita Hendri Antoniosyola I Putu Sukmaantara Lazuardin, Zenela Muhammad Arif Efendi Oktari, Nimas Laras Pratiwi, Bella Purwanto, Luthfia Navaberliana Putra, Bambang Arya Widja Ramadhani, Firyal Alvi Riza Kisfinata Robbica Martino, Robbica S Sudarsono Sari, Dinda Anggi Novita Shofwan Hamid Silfia Wulandari Siti Aisyah Siti Masrifatul Fitriyah Siti Sundari Sugeng Ariyanto Uswatun Hasanah Widja Putra, Bambang Arya Wiwiek Istianah