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All Journal TEFLIN Journal: A publication on the teaching and learning of English Ahmad Dahlan Journal of English Studies Journal of English and Education Indonesian EFL Journal Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat English Language Teaching Educational Journal Community Empowerment UAD TEFL International Conference Teaching English as a Foreign Language Journal
Soviyah Soviyah
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Digital Literacy readiness: Voices of Indonesian Primary and Secondary English Teachers Bambang Widi Pratolo; Nur Fatimah; Soviyah Soviyah; Zuraina Ali
English Language Teaching Educational Journal Vol. 5 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v5i2.6562

Abstract

The ways students learn nowadays have changed significantly since the Covid 19 pandemic in 2019. Students today need different ways of teaching as they also have different learning styles. This study is intended to investigate how much the Indonesian primary and secondary English teachers are technologically literate, identify the challenges they face in teaching using technology and describe their hopes and expectation in their professional work as English teachers. Questionnaires in the form of google form were used to collect the data from all the participants, while interview was used to collect the data from the selected participants. The findings showed that most of the participants possessed high level of digital literacy, suggesting that they had the skills needed to help them teach online classes using the available online teaching platforms. They seemed to enjoy teaching online classes as they were capable of exploiting the online resources as the teaching materials, developing the available resources and even creating the digital teaching materials and using it in their online classes. The most serious problem they had was lack of IT knowledge in regard with the new online teaching platforms and internet connection. If they had to use the new online teaching platform, they had to learn it on their own, usually through YouTube and teach how to use it to their students. The classic problem, the internet connection, still occurred among the teachers and it caused problems in delivering the teaching materials and assessing the students’ work. This implies that the policy makers need to design professional development program which would help the Indonesia English teachers cope with their technological issues.
Investigating the motivational teaching strategies of an English native speaker lecturer Soviyah Soviyah
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.163

Abstract

Motivation plays a very important role in the success of learning a foreign language. Motivation can come from the teacher. Ways a teacher uses to increase students’ motivation in learning a foreign language are called Motivational Teaching Strategies. The aims of this research are to investigate the motivational teaching strategies used by an English native speaker lecturer and to know the students’ responses toward the Motivational Teaching Strategies used by an English native speaker lecturer. The type of this study is a qualitative research. The subjects involved are an English native speaker lecturer and 23 students of the third semester of the English Education Department, Universitas Ahmad Dahlan Yogyakarta. To collect the data, it was done using classroom observation, interview, and classroom survey.  The research was conducted in Universitas Ahmad Dahlan during the pre-pandemic, around the end of 2019 and the beginning of 2020. To analyze the data, qualitative descriptive was utilized as the main technique. Using Dornyei’s framework of Motivational Teaching Strategies containing 48 items, the results of this study showed that the English native speaker lecturer applied almost all of the strategies of the Motivational Teaching Strategies by Dornyei (2001), which are divided into four categories:  creating the basic motivational conditions, generating initial motivation strategies, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation. There were few strategies, however, that were not yet implemented because of some considerations.  In terms of the students‟ responses, the students mostly saw and agreed that the English native speaker lecturer applied the Motivational Teaching Strategies in the classroom.
Students’ interest level in English online learning Linda Puspita; Thalia Savira Ristianti; Soviyah Soviyah
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.344

Abstract

English is one of the subjects that students in Indonesia are required to study, including during the COVID-19 pandemic situation. As a result of the the pandemic, the English learning process is conducted online. Therefore, students are expected to adapt to this new learning mode, and to be interested in it as well. This research aims to find out the level of the students’ interest in learning English online. The research utilizes descriptive quantitative method. A questionnaire is used as the research instrument. Taking SMPN 2 Girimulyo junior high school, Yogyakarta, Indonesia as the research setting, it involves 40 students which consist of 25 female students and 15 male students. The research data are collected online through Google form distributed to the respondents to reveal their interest in learning English online. The study findings show that 77% of students are interested in learning English online, 66% of the students master the material, and the interaction between students and teacher is very good reaching perfect score of 100%. However, when asked about their preference, 60% of the students prefer learning English offline under face-to-face mode.
Students’ perceptions of using Google Meet in English online learning at Muhammadiyah Nitikan Elementary School Soviyah Soviyah; Linda Puspita; Abdulmohsin Nasser Altawil
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.435

Abstract

Google Meet is a new medium used for students and teachers in learning during COVID-19 pandemic. At Muhammadiyah Nitikan Elementary School, English learning has been carried out online by utilizing online mediums in the learning process. By using Google Meet as an alternative learning medium, students at Muhammadiyah Nitikan Elementary School have various opinions on its use. The objective of this research was to find out students’ perceptions of using Google Meet in English online learning. The research method in this research was quantitative method. The participants of this research were sixth grade students of Muhammadiyah Nitikan Elementary School consisting of 88 students, 46 female students and 42 male students. The sampling used in this research was random sampling. Questionnaire is used to collect the data which is then analyzed using quantitative methods. The results of this study showed that out of a total of 88 participants, 1 student (1.14%) has a very positive perception, 35 students (39.77%) have a positive perception, 27 students (30.68%) have a neutral perception, 17 students (19.32%) have a negative perception, and 8 students (9.09%) have a very negative perception.
Engaging future educators: Perceptions of project-based learning among pre-service EYL teachers Soviyah Soviyah
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.9702

Abstract

In a globalized era with very rapid changes in life nowadays, project-based learning is considered as one of the most suitable learning models. Project-based learning provides learning that develops students' skills in communication, collaboration, critical thinking, and creativity. Therefore, EYL teacher education programs should provide opportunities for pre-service EYL teachers to improve their knowledge and skills in project-based learning. The purpose of this study was to determine pre-service EYL teachers' perceptions of project-based learning and its implementation. Conducted in 2022/2023, a total of 55 pre-service EYL teachers from TEYL PD   course who were purposively selected participated in this study. Data were collected using a 25-item perception of project-based learning scale. Descriptive quantitative analysis was used to analyze the data. The results showed that out of 55 student respondents, 18 respondents (33%) had a very positive perception, 33 respondent (60%) had a positive perception, 4 respondents (7%) had a neutral perception, and no respondents had a negative perception.
Co-Authors Abdulmohsin Nasser Altawil Amrullah Lamondjong Anggriyani, Mita Arifiana Tri Wulandari Arum Priadi Arum Priadi Bambang Widi Pratolo Diana Rahayu Etikaningsih Kuswandari, Risa Arum Lamondjong, Amrullah Like Diana Nomita Linda Puspita Marisa Marisa Marisa Marisa Mita Anggriyani Nomita, Like Diana Norida Jati Prastiwi Nur Fatimah NUR FATIMAH Nur Rifai Akhsan Prastiwi, Norida Jati Purwaningtias, Yunia Ratri Nur Hidayati, Ratri Nur Risa Arum Kuswandari Thalia Savira Ristianti Yunia Purwaningtias Zuraina Ali