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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Cakrawala Pendidikan Jurnal Celtic English Review: Journal of English Education JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JELLT (Journal of English Language and Language Teaching) Jurnal SOLMA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Martabe : Jurnal Pengabdian Kepada Masyarakat English Language and Literature International Conference (ELLiC) Proceedings Kontribusia : Research Dissemination for Community Development Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Didaktika: Jurnal Pemikiran Pendidikan Jendela Pendidikan JURNAL CERDAS PROKLAMATOR DedikasiMU: Journal of Community Service Journal of English Development Academic Journal Perspective : Education, Language, and Literature JEELS (Journal of English Education and Linguistics Studies) Prosiding University Research Colloquium TELL - US JOURNAL Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Yudhi Arifani
English Education Department, Post Graduate Program, Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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THE RELATIONSHIP BETWEEN METACOGNITIVE LISTENING STRATEGY USED BY PROFICIENCY LEVEL AND THEIR LISTENING COMPREHENSION FOR ELEVENTH GRADE IN SMA NEGERI 1 GRESIK Ummah, Fadlilatul; Arifani, Yudhi
Jetlal Vol 1 No 2 (2017)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.288 KB)

Abstract

Listening is one of receptive skills which is important for language learners in order to understand and construct meaning from oral information which has been delivered. Meanwhile, metacognitive listening strategy is one of listening strategies that could be used by learners before, during, and after listening process in order to improve students? listening ability. Here, the researcher wants to know whether there is relationship between metacognitive listening strategy and students? listening comprehension. There are two aims of this study: 1) to know the different use of metacognitive listening strategy by proficiency level, and 2) to know the relationship between metacognitive listening strategies and students? listening comprehension for eleventh grade in SMA Negeri 1 Gresik. This study applied quantitative research using correlation study, 30 students included high, middle, and low-level were the sample of this study. The data have been collected by using listening strategies questionnaire, metacognitive awareness listening questionnaire (MALQ) and listening TOEFL test. The first questionnaire contained listening strategy in order to know the students who used metacognitive listening strategy and selected the sample. The second questionnaire had a purpose to get the answer of students? metacognitive listening strategy. The listening TOEFL test have been used to get the students? score of listening comprehension and classified the students into high, middle, and low- level students. After gaining the data, the researcher analyzed the data using statistical computation of Microsoft Excel and SPSS 16.00. The research finding from the computation of the data showed that there was significant different on the use of metacognitive listening strategy by proficiency level in which p-value was 0.015 < ? (0.05) and there was positive, strong correlation between metacognitive listening strategy and students? listening comprehension (r=0.525). Furthermore, the p-value of Pearson Product Moment was 0.03. It means that there was significant relationship between metacognitive listening strategy and students? listening comprehension for eleventh grade in SMA Negeri 1 Gresik. It could be summed up that there was positive, strong, and significant correlation between metacognitive listening strategy and students? listening comprehension. Based on the result of the study, the students needed to increase their metacognitive listening strategy for getting better performance in listening comprehension. If metacognitive listening strategy increased then so did students? listening comprehension. Therefore, the researcher gives some suggestions. Firstly, the teachers should consider metacognitive listening strategy for the students in order to improve students? listening comprehension. Secondly, for the students, they are expected to increase their metacognitive awareness by applying metacognitive listening strategy in their listening process. The last for the next researchers, they are expected to conduct the research about metacognitive listening strategy by involving more subjects.
The Relationship between Metacognitive Listening Strategy Used by Proficiency Level and Their Listening Comprehension for Eleventh Grade in SMA Negeri 1 Gresik Ummah, Fadlilatul; Arifani, Yudhi
Jetlal Vol 3 No 2 (2019)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v3i2.2257

Abstract

Listening is one of receptive skills which is important for language learners in order to understand and construct meaning from oral information which has been delivered. Meanwhile, metacognitive listening strategy is one of listening strategies that could be used by learners before, during, and after listening process in order to improve students’ listening ability. Here, the researcher wants to know whether there is relationship between metacognitive listening strategy and students’ listening comprehension. There are two aims of this study: 1) to know the different use of metacognitive listening strategy by proficiency level, and 2) to know the relationship between metacognitive listening strategies and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. This study applied quantitative research using correlation study, 30 students included high, middle, and low-level were the sample of this study. The data have been collected by using listening strategies questionnaire, metacognitive awareness listening questionnaire (MALQ) and listening TOEFL test. The first questionnaire contained listening strategy in order to know the students who used metacognitive listening strategy and selected the sample. The second questionnaire had a purpose to get the answer of students’ metacognitive listening strategy. The listening TOEFL test have been used to get the students’ score of listening comprehension and classified the students into high, middle, and low- level students. After gaining the data, the researcher analyzed the data using statistical computation of Microsoft Excel and SPSS 16.00. The research finding from the computation of the data showed that there was significant different on the use of metacognitive listening strategy by proficiency level in which p-value was 0.015 < ɑ (0.05) and there was positive, strong correlation between metacognitive listening strategy and students’ listening comprehension (r=0.525). Furthermore, the p-value of Pearson Product Moment was 0.03. It means that there was significant relationship between metacognitive listening strategy and students’ listening comprehension for eleventh grade in SMA Negeri 1 Gresik. It could be summed up that there was positive, strong, and significant correlation between metacognitive listening strategy and students’ listening comprehension. Based on the result of the study, the students needed to increase their metacognitive listening strategy for getting better performance in listening comprehension. If metacognitive listening strategy increased then so did students’ listening comprehension. Therefore, the researcher gives some suggestions. Firstly, the teachers should consider metacognitive listening strategy for the students in order to improve students’ listening comprehension. Secondly, for the students, they are expected to increase their metacognitive awareness by applying metacognitive listening strategy in their listening process. The last for the next researchers, they are expected to conduct the research about metacognitive listening strategy by involving more subjects.
Mobile-Assisted Language Learning Based Using Scientific Approach to Improve Students Vocabulary perwita, Tri; Asmana, Candra Hadi; Arifani, Yudhi
Jetlal Vol 4 No 1 (2020)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v4i1.2390

Abstract

One of the hard sections of learning the target language for English language learners is vocabulary. Vocabulary plays a significant part in language learning because without vocabulary the students cannot master 4 skills (speaking, listening, reading, and writing). So many problems were found in learning vocabulary which influence students’ vocabularies mastery and to solve it the researcher addresses the alternative strategy which can be used for teaching learning vocabulary. Based on previous studiess technology gave the positive effect on learning English. Thus, making different with the previous studies, the researcher applied MALL based using scientific Approach to teaching vocabulary. The objective of the study is to find out the significant effect of MALL based using scientific Approach to improve students’ vocabulary. The design of this study was quasi experiment design. The researcher chose eight grade students of SMPN 4 Babat which totally consisted of 48 students. The researcher chose the sample of the study through population sampling. The sample was divided 24 students of VIII-A as experiment group and 24 students of VIII-B as control group. The data was collected by using pre-test and post-test about active and passive vocabulary. After getting the data, the researcher analyzed the data using SPSS 16.00 and independent Sample T-test. The research finding showed that there was significant difference between experimental group and control group. It has been proven by the result of sig. (2-Tiled) is .002. the sig (2-Tiled) is lower 0.05 (0.001 < 0.05). So, null hypothesis (Ho) can be rejected. It means that MALL based using scientific approach significantly affects students vocabulary. The researcher concluded that MALL based using scientific approach give positive effect on students’ vocabulary ability. The researcher suggests the English teacher to implement MALL based using scientific approach as an alternative strategy in teaching learning process. For the next researcher, they can implement MALL for higher level students’ using other media.
The Students' Perceptions of Using Zoom Application on Mobile Phone in Improving Speaking Skills During Online Learning at Ban Loeiwangsai School, Loei Province, Thailand. Bawanti, Putri Karya Dwi; Arifani, Yudhi
Jetlal Vol 5 No 1 (2021)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v5i1.2212

Abstract

This study focused on the impact of using the Zoom application on mobile phones by examining students' perceptions of speaking skills and their attitude during online learning. The students have 4 months of experience using the Zoom application. This research method used a survey design and collects data by giving 12 questionnaire items through Google form to students. The participants are elementary school students with 3 categories, namely grade 4, grade 5 and grade 6 at Ban Loeiwangsai school, Thailand. The findings of this study are that the strategic design of online learning on the use of the Zoom application has an impact on students performance in independent learning and managing time. This also has an impact on the ability and knowledge of students learning English especially in the speaking skill. Their academics are particularly affected by the use of the Zoom application during online learning.
The Effect of Flipped Classroom Through LINE in Teaching English Articles Supiani, munjaroh Dwi; Arifani, Yudhi; Asmana, Candra Hadi
Jetlal Vol 4 No 1 (2020)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v4i1.2301

Abstract

Teaching in English is a worldwide priority, but teaching methodology is not necessarily in line with the changing needs of students. Therefore, this study explores the effects of flipped classes on material English articles, and compares this instructional design with the traditional instruction. Design of experimental research consisting of group experiments and controls. The experimental group (N = 23) is subject to flipped instruction, where learning content is provided outside of class time through electronic means of LINE and class time is used for activities. In the control group, students (N = 23) are taught in traditional methods, where learning is delivered during classes and additional exercises are given outside class time.The subect of the study was eight grade student of Madrasah Tsanawiyah Asy'ariyah.Pre test and post test are given to students in advance and at the end of material to know the impact of two teaching methods in English articles. Findings show that students in flipped classroom do English articles better in the post-test than in the pre- test.The pre and post test values of the experimental group showed that the significance value (2-tailed) was 0,000 (p <0.05). So the results of the initial test and final test underwent significant changes.The result from the flipped and traditional approaches is very significant. Most students who flipped generally have a good perception of the flipped class. With This research, it is hoped that the teacher can apply this strategy in different material. For student must be more understand about English articles.
THE UTILIZATION OF LINE VIDEO CALL AND TIKTOK VIDEO FOR TEACHING PRONUNCIATION IN THAILAND Lilis Kartika Dewi; Yudhi Arifani
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.18481

Abstract

This study attempts to explore the utilization of LINE video call for teaching pronunciation using the TikTok video, seen from teacher and students' perspectives. This qualitative study involves a teacher and three students in Thailand interviewed through an online platform. The findings showed that both teacher and students gained a positive attitude towards utilizing LINE video call for teaching pronunciation using TikTok. The benefits are increasing students' vocabulary, building self-confidence in pronouncing the words in English, and more interest in joining the class since the application is not boring. On the other hand, the teacher has a problem with the limited time in creating the materials and making the students focus on the learning process. Yet, the students have a problem with internet connection and many assignments to do during online learning. Finally, the students are enthusiastic since TikTok and LINE video calls help them learn English, especially their pronunciation.
PERSEPSI SISWA DALAM MEMPELAJARI KOSA KATA BAHASA INGGRIS MELALUI GAME HANGAROO Shofiyatul Najah; Yudhi Arifani
JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i1.11746

Abstract

Vocabulary learning for second and foreign language students is essential and needs attention during English language learning. That is because vocabulary is needed to master other English skills and communicate effectively in and outside the classroom. However, many elementary school students still lack vocabulary because they do not fit with the teaching method used. This study focuses on investigating the student perceptions of the implementation of the Hangaroo game in learning English vocabulary. The participant in this study is five students from elementary school in Thailand. The interview and observation were used to gather information and explanations regarding the student perceptions of learning English vocabulary through the Hangaroo game. For classification and summary purposes, a thematic analysis will be used to analyze the data in this research. The results showed that most students express their positive perception of vocabulary learning using the Hangaroo game. Accordingly, this research recommends that English teachers use the Hangaroo game to teach English vocabulary to students in the classroom.
Teachers' Perspective of Distance Learning TV in Teaching Speaking During COVID-19 Qothrunnada Almubarokah; Yudhi Arifani
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 11, No 2 (2021)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.11.2.2021.252-267

Abstract

The pandemic situation of COVID-19 has damaged various aspects, including education. Distance learning becomes the substitute to facilitate teaching-learning, especially in rural areas. It uses television as a teaching medium to tackle the internet connection problem. Television has been used for a long time and used for entertainment purposes. However, educators start to add educational purposes, especially to learn a language. Unfortunately, television was only an additional teaching tool and was not used thoroughly. This research aims to observe the teacher's perspective of Distance Learning Television (DLTV) to teach speaking, particularly in a rural area, Thailand. The subject research is two English teachers who teach primary school in Thailand, and they use DLTV as the teaching media. The result showed that teachers have a positive perspective on DLTV as a teaching medium, especially in speaking. It contains benefits that can support students in their speaking comprehension. Furthermore, teachers have the role of facilitators and encourage students during the learning process. Despite the drawback of DLTV, it is still be taken care of by teachers by collaborative work with colleagues
Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement Ulfatul Ma&#039;rifah; Nurul Masrifah; Yudhi Arifani
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 11, No 1 (2021)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.11.1.2021.17-32

Abstract

This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schools in the second semester of the 2019/2020 academic year in Gresik, East Java, Indonesia. This research found that EFL teachers’ pedagogical beliefs with regard to using technology have a positive and significant influence on EFL students’ learning engagement in the classroom (t-value is 10.840 > 1.96) and the pedagogical belief dimension most influences EFL students’ learning engagement in the classroom is “Teachers’ Practices with Regard to Using Technology” (t-value is 9.953 > 1.96).
EFL TEACHING AT GOOD SENIOR HIGH SCHOOLS Yudhi Arifani; Ali Saukah
Jurnal Cakrawala Pendidikan No 1 (2013): CAKRAWALA PENDIDIKAN Februari 2013, Th. XXXII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.103 KB) | DOI: 10.21831/cp.v5i1.1261

Abstract

Abstrak: Penelitian ini berusaha untuk mengungkap bagaimana guru-guru yang baik melaksanakan kegiatan pembelajaran yang baik di SMA unggulan. Empat dari enam belas guru Bahasa Inggris dari dua SMA unggulan dipilih berdasarkan kriteria standar guru dan kriteria tambahan. Data dikumpulkan melalui dokumentasi, observasi, dan wawancara. Hasil penelitian menunjukkan bahwa subjek memiliki kesamaan berikut: mereka (1) membangun komunikasi yang baik dengan siswa melalui pemodelan bahasa yang baik; (2) menjelaskan materi dengan cara deduktif dan induktif; (3) memberikan bantuan secara tidak langung; (4) melakukan koreksi kesalahan siswa secara tidak langsung; (5) mengecek pemahaman siswa melalui pertanyaan;(6) memberikan kesempatan kepada siswa untuk selalu terlibat dan praktik menggunakan bahasa Inggris.Kata Kunci : pengajaran bahasa Inggris, sekolah unggulanEFL TEACHING AT GOOD SENIOR HIGH SCHOOLSAbstract: This study investigated how good EFL teachers implemented good EFL teaching activities at exemplary senior high schools. Four out of sixteen EFL teachers from two selected exemplary schools were chosen based on the criteria of the professional teachers’ standard and some additional criteria. The data were collected through documentation, observation, and interviews. The results showed that the subjects had the following in common: they (1) built good communication with their students as a good model of EFL speakers; (2) explained materials through inductive and deductive ways; (3) provided assistance indirectly; (4) corrected students’ errors indirectly; (5) checked students’ understanding through questions; (6) provided language practice and involved students in all classroom activities.Keywords: EFL teaching, good senior high schools
Co-Authors Abdurrahman Faridi Abdurrahman Faridi Achmad Fauzi Masyhadi admin admin Agustin Putri Intan Permata Ali Saukah Annisa Armadani Asmana, Candra Hadi Bawanti, Putri Karya Dwi Candra Hadi Asmara Daniatussalma Daniatussalma Deni Sutaji Djoko Soelistya Endah Pangastuti Eva Desembrianita Gadis Dinda Finissha Harunur Rosyid Hasan basri Indyra Mahdiana Januarius Mujiyanto Jihan Nawal Aini Khoirul Anwar Khoirul Anwar Li, XIAO Lia Budi Tristanti Like Ayu Saputri Like Ayu Saputri Lilis Kartika Dewi Linda Ratna Susila Mahjudin Mahjudin Marianne Putri Talimbekas Marwa Mansour Muhammad Zamzamy Muhammad Zamzamy Muyasaroh Nirwanto Maruf Noviatul Rochmah Nur Khomariyah Nurul Masrifah Ode Mohammad Man Arfa Paulina Paulina Perdana, Malik Fajar Anjang perwita, Tri Qomariyah, Nur Laili Qothrunnada Almubarokah Risca Hidayanti Qurani Rohmy Husniah Ruruh Mindari Santoso, Kusumo Hadi Shofiyatul Najah Silviana Putri Indah Sari Slamet Asari Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suyanti Standsyah, Rahmawati Erma Suciati Suciati Suciati Suciati Sumarsono Sumarsono Supiani, munjaroh Dwi Tri Febrianti Valentina Trishna Nanda Barianty Ulfatul Ma’rifah Ummah, Fadlilatul Wahyu Restu Indayani Yazid, M Yunita Aliffia