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Uncovering EFL learners’ demotivation towards English online learning during the Covid-19 pandemic in Indonesia Erna Iftanti; Imelda Imelda; Wisma Yunita
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Online learning during the Covid-19 pandemic has demotivated Indonesian tertiary EFL students to learn English, which affected their English performance and achievement. This article ferrets out the features of the EFL students’ demotivation, the factors affecting their demotivation, the solution to reduce their demotivation, and the implication of their demotivation towards their English performances and achievement. The data for this descriptive quantitative research were collected through an online open-ended questionnaire to the EFL students of two Islamic state colleges in East Java, Indonesia. The questionnaire was distributed when the Covid-19 pandemic was still at its peak. There were 71 out of 76 respondents who completed the questionnaire claimed to experience demotivation with online learning mode. The data from those 71 respondents were then analyzed descriptively. The results of this study indicate that online learning experiences were found to be the main factor that affected their demotivation. This was further evident in their English performance and achievement. Meanwhile, the aspects of teachers, online learning infrastructures, family, and student-related demotivators contributed to conducting effective online learning. This study utilized qualitative data from the learners’ perspective so that further studies which take a different perspective, such as family, teachers, lecturers, and policymakers, would enrich these findings.

Anxiety Confronted by EFL Students in Instructional Listening Class Erna Iftanti; Joko Tri Prastiyo
Ta'dib Vol 24, No 2 (2021)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v24i2.4720

The barrier of learning listening is experienced by students that make them feel anxious. Consequently, it easily effects their performance during listening class. Therefore, this study is aimed to describe the anxiety types and causes of anxiety confronted by EFL students in listening class at university level. To accomplish this aim, Qualitative research designs was applied by the researchers. The research subjects were English Department Students in IAIN Tulungagung. The research data were obtained through observation in listening class and in-depth interviews to the six most anxious informants. Then, the collected data was analyzed by data reduction, data presentation, and conclusion drawing. In order to check trustworthiness of data, theoretical and methodological triangulations applied. The result of this study was revealed that there were six symptoms of anxiety confronted by the students in listening class, that were categorized as the type of Arousal Anxiety (ArA), Apprehension Anxiety (ApA), and Mixed Anxiety (MA) also revealed five causes of anxiety. Those results inform the lecturer to be understood about students’ anxiety and start to create the joyful learning in listening class so that they are more comfortable following the class.

Uncovering EFL learners’ demotivation towards English online learning during the Covid-19 pandemic in Indonesia Erna Iftanti; Imelda Imelda; Wisma Yunita
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25401

Online learning during the Covid-19 pandemic has demotivated Indonesian tertiary EFL students to learn English, which affected their English performance and achievement. This article ferrets out the features of the EFL students’ demotivation, the factors affecting their demotivation, the solution to reduce their demotivation, and the implication of their demotivation towards their English performances and achievement. The data for this descriptive quantitative research were collected through an online open-ended questionnaire to the EFL students of two Islamic state colleges in East Java, Indonesia. The questionnaire was distributed when the Covid-19 pandemic was still at its peak. There were 71 out of 76 respondents who completed the questionnaire claimed to experience demotivation with online learning mode. The data from those 71 respondents were then analyzed descriptively. The results of this study indicate that online learning experiences were found to be the main factor that affected their demotivation. This was further evident in their English performance and achievement. Meanwhile, the aspects of teachers, online learning infrastructures, family, and student-related demotivators contributed to conducting effective online learning. This study utilized qualitative data from the learners’ perspective so that further studies which take a different perspective, such as family, teachers, lecturers, and policymakers, would enrich these findings.

Guiding reading club members to build better reading skills using directed reading thinking activities (DRTA) Erna Iftanti
Transformasi: Jurnal Pengabdian Masyarakat Vol. 20 No. 1 (2024): Transformasi Juni
Publisher : LP2M Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/transformasi.v20i1.9343

[Bahasa]: Menindaklanjuti hasil wawancara dengan anggota klub membaca di UIN Tulungagung yang menggambarkan bahwa sebagian besar dari mereka mengaku mempunyai berbagai permasalahan membaca, terutama membuat referensi dan inferensi. Kedua keterampilan tersebut sangat dibutuhkan untuk memperoleh pemahaman bacaan yang baik. Oleh karena itu, untuk mengatasi permasalahan tersebut, maka perlu dilakukan pengabdian kepada masyarakat melalui metode Community Based Research (CBR). Teknik mengajar membaca Directed Reading Thinking Activity (DRTA) diimplementasikan untuk meningkatkan keterampilan membaca mereka khususnya keterampilan membuat referensi dan inferensi. Pengabdian masyarakat berbasis penelitian ini dilaksanakan pada bulan Juni 2023 kepada 47 anggota Klub Baca UIN Sayyid Ali Rahmatullah Tulungagung melalui penelitian tindakan. Nilai rata-rata pre-test yang diberikan sebelum dilakukan perlakuan adalah 52,23 dan hanya 10,6% yang memperoleh nilai ketuntasan minimal 75 dari total nilai 90. Sedangkan nilai post-test setelah perlakuan adalah 72,75, dan terdapat 75 % peserta mencapai nilai ketuntasan minimum. Hasil pengabdian berbasis penelitian ini menunjukkan bahwa penerapan teknik mengajar membaca DRTA dapat membantu pembelajar bahasa Inggris sebagai bahasa asing untuk meningkatkan keterampilan mereka dalam membuat referensi dan inferensi. Hal ini dapat mengarahkan mereka untuk mencapai pemahaman membaca yang lebih baik Kata Kunci: keterampilan membaca, teknik DRTA, klub membaca [English]: In response to the interview results with the reading club members at the State Islamic University of Tulungagung, most of them claim to have various reading problems, mainly in making references and inferences. Those two skills are significantly needed to achieve good reading comprehension. Therefore, it is essential to address the problem through a community service program with Community Based Research (CBR) method. The Directed Reading Thinking Activities (DRTA) technique of teaching reading was implemented to improve their reading skills, specifically in making references and inferences. This research-based community service was carried out in June 2023 to 47 members of the Reading Club at the State Islamic University of Tulungagung. The mean score of the pre-test before the treatment was 52,23 and only 10,6% got the minimum passing score of 75 out of the total score of 90. Meanwhile, the post-test score after the treatment was 72,75, and 75% of the participants reached the minimum passing score. The result of this CBR indicates that implementing the DRTA technique of teaching reading helps EFL learners improve their skills in making references and inferences. This further leads them to achieve better reading comprehension. Keywords: reading skills; DRTA technique; reading club

Morning English Program (MEP) as a Strategy to Improve Students' Speaking Skills at SMK Bhakti Mulia Pare Kediri Anshori, Mohammad Isya; Shofiya, Arina; Iftanti, Erna
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.135

This study aims to describe the activities of MEP and their impact on improving students' speaking skills. This study applied a descriptive quantitative method. In collecting the data, the researchers of the administered questionnaire were divided into two groups: an English teacher at SMK Bhakti Mulia Pare and 11th-grade students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis was done by calculating the percentage of students' participation in each activity. The supporting qualitative data was analyzed by collecting, displaying, and drawing conclusions. The reliability of the study data was checked through data triangulation. The results of this study showed that the MEP activities consisted of speeches, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills, which include grammatical accuracy, pronunciation skills, vocabulary mastery, fluidity, and the ability to organize concepts in speaking, improve. In addition, students experience low anxiety and are more interested in learning English. This positive impact results from the teacher's role in preparing appropriate teaching methods and creating a positive learning environment. Henceforth, this study emphasizes the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.

EFL Students' Perception on Using Mobile Learning Applications for Learning to Write Rohmah, Anifatur; Iftanti, Erna; Shofiya, Arina
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.138

One way to aid in English learning is mobile learning. The main features of the mobile learning application are simplicity, engagement, and instant sharing. Mobile learning also has the potential to make learning to spontaneous, anywhere, and adapted to the wishes of the teacher or students (Miangah and Amin Nezarat, 2012). The objective of this study is to know what EFL Students’ Perception on Using Mobile Learning Application for Learning to Write. This study used descriptive quantitative research with survey design. To collect the data of the research, the data were collected through questionnaire. The population were EFL Students and sample of the study were 56 students. From the data analysis, it could be concluded that there were positive and negative perceptions among EFL Students. The total number of positive perceptions was 77%. Meanwhile, 23% students have negative perceptions. Mobile learning application used by EFL Students include Edmodo (11%), Google Classroom (36%), Google Meet (18%), Twitter (7%), and Quiz (28%). The most dominant Mobile Learning Application is Google Classroom.

EFL STUDENTS’ CREATIVITY REFLECTED IN THE USE OF CATAPHORIC REFERENCES IN STUDENT CREATIVE WRITING Ramadhani, Tria Rahayu; Iftanti, Erna
Journal of Language and Literature Vol 12, No 1 (2024)
Publisher : Universitas Gunadarma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35760/jll.2024.v12i1.10665

This study explores the impact of cataphoric references on coherence and creativity in non-native English speakers attending university-level creative writing courses. This research aims to address the question of whether students’ creativity is reflected through the use of cataphora in their writing. Using qualitative descriptive analysis, the author focuses on creative writing works from a Creative Writing Course at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, employing purposive sampling from two students’ compilation books for diverse representation. Data collection involved systematically reading the compilation books, and noting instances of cataphoric and anaphoric references. The collected data were organized into tables, categorizing passages based on Longacre's text types. Analysis centers on cataphoric and anaphoric references, guided by Halliday and Matthiessen's theoretical framework (2014). This theoretical lens guided the exploration of the roles of cataphora in different text types and the subsequent understanding of its impact on students' creativity. The findings reveal that cataphora can function as both cohesive and creative tools, enhancing the creative dimension of a text by instilling suspense or a sense of anticipation. Interestingly, texts that abstain from using cataphora and solely utilize anaphora may enhance creativity through diction diversification. However, it is acknowledged that determining whether students’ creativity is reflected through the use of cataphora in their writing presents challenges. The study's limitations stem from the analysis of purposive samples, thus restricting the generalizability of the results. Despite limitations, this study significantly contributes to understanding the creative dimensions of cataphoric references in non-native English-speaking students' writing.

Inter and Intra-Culture-Based Group Discussion to Promote Learning Autonomy in A Bicultural Class Iftanti, Erna
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. However, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at exploring inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research conducted qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and outside classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contributes to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.

Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Iftanti, Erna; Madayani, Nany Soengkono; Sherif , Nada Mohsen Said Ali
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.

Exploring factors influencing phonological errors of Indonesian EFL students Marelita, Dema Finda; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27060

For non-native English speakers, phonological errors posed a serious problem, especially for those from Indonesia, where the local language's phonological structure is very different from English's. The goal of the study was to determine the elements that lead to phonological errors in Indonesian EFL students' sound production. Using a descriptive qualitative methodology, the study examined the factors that lead to growing errors in English phonology by analyzing several article and process them into new idea. The researchers looked at a number of variables, such as the learners' exposure to English and linguistic background, that affect these errors. The study also looked at how these elements work together to affect how Indonesian learners produce sounds. This study found several factors emerging phonological errors of Indonesian EFL student, they are phonetic system gap, social condition, and lack of phonological awareness. The study's emphasized how crucial it is to teach English pronunciation while taking the learners' native tongue and cultural background. EFL teachers should be aware of the variations in the phonological systems of English and Indonesian and implement teaching strategies that take these differences. Furthermore, the sociolinguistic and socioeconomic circumstances of the students had an impact on the phonological errors,

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