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THE UTILIZATION OF THE VOA PODCAST FOR EFL’S RESPONSE TASKS OF LISTENING ACTIVITY AT MAN 3 NGAWI Fachriza, Aries
English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 4 No. 1 (2024): ETJaR, Vol. 4 No. 1 June 2024
Publisher : Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55148/etjar.v4i1.985

Voice of America (VoA) Podcast is one of the media for English learning that broadcasts various information with an American accent. This provides a wide range of materials video and audio to train response task skills in listening activities. This study aims to determine the achievement of EFL at the secondary level at MAN 3 Ngawi in listening to response tasks through VOA podcasts. This study employs quantitative with a quasi-experiment design. It utilizes a pretest-posttest as the technique of collecting data and an independent sample T-Test as the data analysis. This study showed that the utilization of VOA podcasts on response tasks is proven effective for students’ listening. It revealed that the value of statistical data (significance value) was 0.000 (Less than 5 %). It means that the VOA podcast contributes to increase students’ response tasks in listening material. It also drives students’ enthusiasm and activeness in the learning process to attain good learning outcomes. On the other hand, the teachers can choose and determine various suitable and interesting learning alternatives.

Debating as a Systematic Teaching Technique to Promote HOTS (Higher Order Thinking Skill) Dipta, Dinar; Haikal, Muhammad; Nuraini, Eka Indah; Virgiyanti, Diska Fatima; Fachriza, Aries; Mahastu, Puput Jianggi; Ramadhani, Annisa
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.17838

Enhancing speaking skills is essential, especially for EFL learners who find it challenging to perform English well since it is not their native language. In this case, a debate is promoting a new perspective among the EFL learners that this technique gives them opportunities to have discussions; they can use the language freely; without any forces and strict rules that make them be motivated to speak actively. The instructors can employ this technique to accommodate students with differing learning styles. Debating as a teaching technique brings many advantages to EFL learners, including promoting higher order thinking skill, mastering the course topics, increasing the speed of learning, enhancing social skills, promoting evaluation power, promoting mental health, and leading to creative learning. However, this technique carries its own opponents, is limited, and is challenging to apply. Therefore, this paper aims to introduce debate as an instructional technique, review earlier studies on it, compare it with other similar procedures, and discuss its limitations and challenges as well as its benefits, especially to EFL learners.

Learning Strategies in Grammar Class by EFL Successful Students at a Pesantren-Based University Nuraini, Eka Indah; Dipta, Dinar; Virgiyanti, Diska Fatima; Fachriza, Aries; Aniesa, Aniesa
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.18174

Along with the widespread discussion about student-centered learning, learning strategies are believed to be tools in helping students master their target language and grasp information properly. However, most students have no idea dealing with the learning strategies they have implemented. Therefore, this study aimed at discovering the practice of learning strategies in English grammar class by five successful students of the English Department at a Pesantren-based university. A qualitative case study was utilized in this investigation. The data were acquired from five successful students in their first years in learning English Grammar by collecting questionnaires and conducting in-depth interviews. In analyzing the data, the researchers used four techniques, namely data reduction, data display, generating conclusions, and verification. From the findings, successful students practiced almost all Oxford’s strategies. It meant that successful students practiced various strategies to catch up with their learning goals. In addition, the most commonly adopted strategy by the successful students was metacognitive.

Teachers’ Challenges in Conducting Online Teaching Virgiyanti, Diska Fatima; Nuraini, Eka Indah; Fachriza, Aries; Dipta, Dinar; 'Aina Parahida, Tsaltsa Nakita
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.18126

The spread of COVID-19 pandemic impacted to many factors, one of them is the education sector. For about 2 years, teaching and learning in all levels was done using an online system. As a result, school parties implemented new rules to support the education system during a pandemic. After Covid-19 is over, it appears that in the digital age, online learning has merged with other teaching and learning activities. This study sought to identify and characterize the difficulties teachers had when delivering online instruction and the methods they used to overcome those difficulties. For collecting the data, the researcher applied questionnaires and interviews as the research instruments. Then, the questionnaire's findings showed that teachers experienced difficulties in teaching online, including the use of technology, facilities, students’ motivation, and others.

Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning Facilitated by Peer-Assessment Susilowati, Tintin; Fachriza, Aries
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 1 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v5i1.8738

A social constructive learning refers to a context used to build a collaborative learning atmosphere to have in-depth learning by empowering students’ performances and progress cooperatively. It is needed to upgrade students’ proficiency in delivering an idea through a written expression. Therefore, the students can build up their writing ability constructively. This is a descriptive qualitative study that is used to explore a meaningful learning experience in a paragraph writing class using peer-assessment. This research involved 23 students at the second semester of the English department of State Islamic Study of Ponorogo. The data were gathered from a performance test of all the participants, supported by the data derived from interviews, and documentation was also conducted to support the data of the students’ ability in writing. The data were analyzed interactively through (1) data reduction; (2) data display; and (3) conclusion. The results of the study showed that the students were triggered to rearrange their writing confidently because their peers showed their weaknesses and gave suggestions on their mistakes. It boosted the students to write better, so that, the students could produce the expected paragraph writing outcome after they were actively upgrading performances in writing through ongoing learning. Hence, the students were directed to elaborate their writing ability through interactive, constructive, and reflective activities. This paper was aimed at describing the implementation of social constructive learning in a paragraph writing class mediated by the use of peer-assessment. The implication of this study is to promote the students to learn paragraph writing faster since this learning triggered the students have experiences in learning together by checking, sharing, solving, and formulating a solution.

Enhancing Students’ Ability in Composing a Well-Developed Paragraph through Social Constructive Learning Facilitated by Peer-Assessment Susilowati, Tintin; Fachriza, Aries
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 1 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v5i1.8738

A social constructive learning refers to a context used to build a collaborative learning atmosphere to have in-depth learning by empowering students’ performances and progress cooperatively. It is needed to upgrade students’ proficiency in delivering an idea through a written expression. Therefore, the students can build up their writing ability constructively. This is a descriptive qualitative study that is used to explore a meaningful learning experience in a paragraph writing class using peer-assessment. This research involved 23 students at the second semester of the English department of State Islamic Study of Ponorogo. The data were gathered from a performance test of all the participants, supported by the data derived from interviews, and documentation was also conducted to support the data of the students’ ability in writing. The data were analyzed interactively through (1) data reduction; (2) data display; and (3) conclusion. The results of the study showed that the students were triggered to rearrange their writing confidently because their peers showed their weaknesses and gave suggestions on their mistakes. It boosted the students to write better, so that, the students could produce the expected paragraph writing outcome after they were actively upgrading performances in writing through ongoing learning. Hence, the students were directed to elaborate their writing ability through interactive, constructive, and reflective activities. This paper was aimed at describing the implementation of social constructive learning in a paragraph writing class mediated by the use of peer-assessment. The implication of this study is to promote the students to learn paragraph writing faster since this learning triggered the students have experiences in learning together by checking, sharing, solving, and formulating a solution.

Deixis types found in Islamic songs by Maher Zain Nuraini, Eka Indah; Karimah, Rihlatul; Virgiyanti, Diska Fatima; Fachriza, Aries; Dipta, Dinar
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 2 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i2.22161

These days, music has a huge impact on its listeners who come from a wide range of backgrounds. Sadly, very view listeners are aware of the hidden and implicit meanings contained in the song lyrics. Thus, investigating deixis found in Islamic music by Maher Zain is crucial to provide the listeners with precise interpretations. This current study attempts to discover the varieties of deixis found in lyrics of the songs by Maher Zain ("Thank You Allah” album). This library study used Mahar Zain’s English lyric transcripts of 16 songs as the object of the investigation. Several procedures were done to analyze the data, namely data reduction, data display, as well as drawing conclusion and verification. The results revealed five varieties of deixis found in Maher Zain’s Islamic songs, namely 191 data for place deixis, 43 data for relative-time deixis, 27 data for place deixis, and several names related to The Prophet Muhammad SAW that referred to social deixis. In this study, there was no data found related to absolute-time deixis. These current findings are expected to give deeper understanding related to implied meanings of the artwork, especially song lyrics in which the song can be used as source of motivation in life.

Eksplorasi Peran Bahasa Inggris untuk Keperluan Akademik dalam Pendidikan Multibahasa di Pesantren: Analisis Kebutuhan Dipta, Dinar; Muhammad, Faiz Rizki; Fachriza, Aries; Nuraini, Eka Indah; Virgiyanti, Diska Fatima; Rahmatika, Nadia; Triwijayanti, Adinda Zahra
At-Ta'dib Vol. 20 No. 1 (2025): At-Ta'dib Journal of Pesantren Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/attadib.v20i1.14646

Purpose - Pesantren, as Indonesia’s longstanding Islamic boarding schools, have traditionally prioritized Arabic for religious instruction. However, in response to global academic demands, many pesantren are now adopting multilingual approaches, including the integration of English for Academic Purposes (EAP). This study aims to analyze the specific linguistic needs of pesantren students to inform the design of EAP curricula tailored to multilingual Islamic education contexts. Methods - Employing a descriptive qualitative ethnographic method, the research collected data through semi-structured interviews, questionnaires, and observations involving 30 randomly selected university students and institutional stakeholders in an East Java pesantren. Findings – The findings reveal that multilingualism in pesantren fosters cognitive flexibility, intercultural competence, and religious-literacy development, but it also presents substantial challenges for acquiring academic English proficiency. Research implications / limitations -This study highlights the importance of conducting rigorous needs analysis for EAP course design in pesantren and offers practical insights for improving curriculum design, language policy, and teacher preparation. Limitations include the contextual focus on a single pesantren university and the absence of a comparative multilingual education model.Originality - The study’s originality lies in its integration of EAP with Islamic multilingual education, a combination underexplored in current literature. It provides a framework for enhancing pesantren students' academic readiness in both local and global contexts.

Pendampingan Pelatihan Public speaking untuk Anggota PKK Desa Kepuhrubuh, Kecamatan Siman, Ponorogo Virgiyanti, Diska Fatima; Fachriza, Aries; Dipta, Dinar; Nuraini, Eka Indah; Kurniawan, Bekti Galih; Munif, Dian Nashrul
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 3 (2025): Edisi Juli - September
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v6i3.6333

Kemampuan berbicara di depan umum (public speaking) merupakan keterampilan penting dalam mendukung peran aktif anggota PKK sebagai agen perubahan di lingkungan masyarakat. Namun, hasil observasi awal menunjukkan bahwa sebagian besar anggota PKK Desa Kepuhrubuh, Kecamatan Siman, Ponorogo, masih memiliki rasa kurang percaya diri, kesulitan menyusun materi secara sistematis, serta belum memahami teknik komunikasi efektif dalam forum publik. Permasalahan ini berdampak pada rendahnya partisipasi aktif dalam kegiatan desa dan kurang optimalnya penyampaian informasi antaranggota maupun kepada masyarakat luas. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi public speaking anggota PKK melalui program pelatihan yang bersifat partisipatif dan aplikatif. Metode yang digunakan meliputi penyuluhan, simulasi, diskusi kelompok, serta pendampingan praktik langsung. Evaluasi dilakukan dengan observasi kinerja saat praktik. Hasil kegiatan menunjukkan peningkatan signifikan dalam aspek kepercayaan diri, struktur penyampaian materi, dan penguasaan teknik komunikasi. Selain itu, partisipasi anggota PKK dalam kegiatan desa menjadi lebih aktif dan terorganisir. Kegiatan ini menunjukkan bahwa pelatihan public speaking yang terstruktur dan didampingi secara intensif dapat menjadi solusi efektif dalam memberdayakan perempuan desa untuk berkomunikasi lebih baik dan berkontribusi lebih luas dalam pembangunan masyarakat.

Contextualizing Top-Down and Bottom-Up Approaches in Teaching Academic Listening at a Pesantren-Based University : - Fachriza, Aries; Wulaningrum , Nirmala; Fatima Virgiyanti , Diska; Nashrul Munif , Dian Nashrul Munif
Darussalam English Journal (DEJ) Vol. 5 No. 1 (2025): June 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i1.3752

Listening is one of the essential skills in learning English. A person cannot speak or express their opinions without first listening. This research aims to identify the strategies used by lecturers in teaching listening and how these strategies are implemented. Specifically, this study investigates the application of top-down and bottom-up listening strategies. Top-down listening involves using prior knowledge, context, and background information to understand spoken language, while bottom-up listening focuses on decoding sounds, words, and grammatical structures to derive meaning. Understanding how lecturers incorporate these approaches can provide insights into effective listening instruction. This study employs a descriptive qualitative method using several instruments, including interviews and documentation. The participants in this study were students from the Department of English Language Education program at Darussalam Gontor University. The findings reveal that the lecturer employs an integrated three-stage approach—pre-, while-, and post-listening—while considering student factors. Pre-listening activates prior knowledge and top-down processing, while-listening combines top-down and bottom-up strategies, and post-listening enhances comprehension through interactive activities. Student motivation, interest, and participation play a crucial role in improving listening comprehension. These insights highlight the importance of a structured approach and learner engagement in teaching listening skills effectively

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