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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Indonesian EFL Journal English Language and Literature International Conference (ELLiC) Proceedings Jurnal Surya Masyarakat Getsempena English Education Journal Jurnal Surya Masyarakat Proceedings Series on Social Sciences & Humanities Prosiding Seminar Nasional Pascasarjana Warta LPM
Siti Aimah
Universitas Muhammadiyah Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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METADISCOURSE MARKERS WRITTEN IN INTRODUCTION SECTION OF FINAL PROJECT OF UNIMUS EFL LEARNERS Siti Aimah; Dodi Mulyadi; Muhimatul Ifadah
English Review: Journal of English Education Vol 7 No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.1717

Abstract

Metadiscourse marker is one of determining indicators of the quality of the writers’ writing. Metadiscourse markers enable the writers to interact with the readers effectively. What commonly happens to many undergraduate students studying English as a foreign language is that they are not able to develop an engagement between themselves, their texts, and their readers. Thus, this study investigates the types of metadiscourse markers used by Unimus EFL learners in final project introduction sections, and markers that are frequently used by them in their writing. By using qualitative and quantitative research method, seven introduction sections of final project of Unimus EFL learners focusing on qualitative and qualitative research methods were chosen purposively. As result, the study revealed that in writing introduction sections, the students used various metadiscourse markers, including interactive resources (transitions, frame markers, endophoric markers, evidentials, and code glosses) and interactional resources (hedges, boosters, attitude markers, engagement markers, and self-mensions). Among those categories, interactive resources were found to be frequently used by the learners rather than interactional resources. It means that the writers tended to give attention to and guided the readers through the text by establishing their interpretations explicitly rather than involving the readers in the argument through the use of markers in interactional dimension.
THE USE OF TEACHERS’ QUESTIONING STRATEGIES TO STIMULATE STUDENTS’ CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA Siti Aimah; Bambang Purwanto
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1608

Abstract

To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students’ attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students’ critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students’ critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.
ANDROID-BASED MOBILE LEARNING MEDIA IN TEACHING READING OF REPORT TEXTS Muhfiyanti Muhfiyanti; Dodi Mulyadi; Siti Aimah
Getsempena English Education Journal Vol. 8 No. 1 (2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v8i1.1311

Abstract

Mobile phones can be well integrated into English Instruction as the creativity and innovation of teaching media increase students’ interest and motivation. This research aims to reveal the validity, effectiveness, and practicality of utilizing Android-based Mobile Learning Media for teaching reading report texts. The present research employed the research and development design. The research instruments were questionnaires, tests, and learning media in Application Package Files (APK). The collected data were analyzed by employing descriptive statistics and inferential statistics with a t-test. This research’s subject was an experimental class and a control class in Senior High School of Muhammadiyah 2 of Purbalingga. The expert validation results were categorized into relevant and feasible learning media to teach report texts. The pre-test and post-test mean scores in the experimental class showed a highly significant difference because the class outperformed the control class. It means that Android-based MLM was effective for enhancing students’ reading comprehension of report texts. Meanwhile, the result of students’ perception obtained a good category. The data reveal that 70.4% of the students agreed to use Android-based MLM in the learning process. This research concludes that the final product meets the criteria of teaching media evaluation.
Fostering Students' Motivation on Speaking through Talking Stick and Snowball Throwing Method Susilowati Susilowati; Siti Aimah; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (758.771 KB)

Abstract

This research was a study to examine the students motivation on speakingthrough talking stick and snowball throwing. It used descriptive quantitative. It meant that this research would find the students motivation toward the use of talking stick and snowball throwing method. The subect of research was the eighth grade of SMPN 3 Tegowanu. There were 44 students. The data analysis of this research were questionnaire and video documentation. Based on the research result, the students motivation of questionnaire were3.38 students response very good in the use of talking stick in the experimental class. Than, there were 3.00 students response was good in the use of snowball throwing method. It meant that the students have a motivation to the learning process especially in speaking skill. Meanwhile, the result of the video documentation showed that the students motivation became better than in the previous meeting. The students who really felt ashamed at the beginning now they are not as ashamed as before. The students be more confident that at the beginning they always hide their face and ashamed to speak up because of less confident. Even their motivation for sepaking much better after being given the method of talking stick and snowball throwing. Then, the researcher suggests that the teacher could use talking stick and snowball throwing method in teaching speaking to achiev students speaking ability.
The Politeness Principles of Teachers and Students in English as a Foreign Language Classroom Interaction Eva Anis Shofi`ah; Siti Aimah; Dodi Mulyadi
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (633.129 KB)

Abstract

This study was conducted to find out the Politeness Principles in EFL classroom interaction. Consisting of six maxims; tact maxim, approbation maxim, generosity maxim, agreement maxim, modesty maxim and sympathy maxim. There were one English teacher and one classroom of eighth grade students of SMP Muhammadiyah 03 Semarang that became the subject of this study. Indepth, this study was to explore the use of politeness principles of students and teacher in the EFL classroom interaction. A mix method research with the domination of qualitative researchwas chosen as the research design. Classroom observation checklist, documentation, library research, were used as the instruments of the data collection. The result of the study shows that violation of politeness principles has the higher position with the percentage 41% rather than fulfillment with the percentage 31.5%, while other utterance becomes the lowest utterance with 27.5%. The highest maxim fulfilled was generosity with the percentage 38%, and the lowest maxim fulfilled was modesty maxim with 1%.
Fostering English Speaking Atmosphere for Non English Students Department through English Courses Yayuk Prasetiya; Muhimatul Ifadah; Siti Aimah
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.963 KB)

Abstract

This research discussed about the influence of picture & picture and three minutes review in English course to students‘ speaking competence for non English department student. By comparing two teaching strategies; theimplementation of picture and picture or three minutes review and conventional teaching method. This research used quantitative approach with experimental method. The population was thestudents of Rusunawa (students‘ dormitory) Unimus Semarang. The sample was the students of class C4 and A2 with the amount of 24 students in each class. The researcher took the sampling based on random sampling, with C4 as the experimental group and A2 as the control group. The research instruments used were the test and questionnaire. The result of the test was ???? ???????????????????????????????????? ???????????? greater than ???? ????????????????????, so the hypothesis was accepted. There was significant difference in students‘ speaking competence between class taught with picture and picture or three minutes review and conventional teaching method that is 8.75. However, it was found that non –English students has various obstruction to join the English Courses. Time availability becomes one of those, because those students come from several backgrounds of study, and the schedule of English courses cannot be managed firmly. The courses were done to make the students getting used to that are why the schedule is made flexible, depend on the students‘ feasibility in joining the course.However, through many activities in the dormitory through the course showed positive foster in learning English, even though those students have different challenges.
Think Pair Share VS Team Pair Solo on Students' Writing Procedure Text Syuroya Ayu Fitriani; Testiana Deni Wijayatiningsih; Siti Aimah
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (997.986 KB)

Abstract

This research aimed to find the significant differences of students' achievement in writing procedure text using team pair solo and think pair share, This research used a quantitative and experimental method. The research design was pretest posttest control group. The population was the students of class VII SMPN 33 Semarang by using simple random sampling was VII D as the experimental group, VII C as the control group, and VII B as the tryout class. The research instruments used were test and questionnaire. The result of the test is t arithmetic is lower than t table so the hypothesis is not accepted. It means that there is no significant difference of students achievement in writing procedure text between students who were taught writing using team pair solo and those who were taught by using think pair share. The result of posttest in experimental class is 77.61 and control class is 77.38.
Bridging Students and Lecturer's Expectation in Learning Process through Self Assessment Muhimatul Ifadah; Siti Aimah
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (574.48 KB)

Abstract

This study was aimed to describe student- lecturer expectation in the process of learning. The students and lecturer were given questionnaire which revealed their difficulty for lessons they enrolled. For the teacher, they were asked to describe their expectation to their students and describe the teaching; the preparation, process, and evaluation. The result showed that most of the students concern about the lecturers approach and methodology. 92% of sixty two students wrote that final score is very important, and it was the teacher who has the main role to transfer the comprehension. However, 8% students wrote that each of them should have their own strategies in learning the subjects, because each lesson will not have the same difficulty. In addition, someof them are also delivering that personal problem sometimes become more disturbing than the subject itself. Media becomes an alternative in eliminating the boredom and the anxiety in comprehending the lesson. It also can be said that the lecturers have different way in indicating the success of learning, 60 % indicated success with the students improvement and behavior, the rest wrote that successful learning is whenever the students able to perform what is demanded on the lesson, for example a product. Almost all of the students said that it was very helpful if the lecturer can be open-minded to the students about the evaluation, particularly- on what base the final score is resulted. Though, some lecturers also describe that they adjust the evaluation from the assignment, examination, and also the manner.
Lesson Study: Engaging Collaborative Learning to Promote Teachers’ Pedagogical Competence Siti Aimah; Bambang Purwanto; Heri Dwi Santoso; Muhimatul Ifadah
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (771.874 KB)

Abstract

Teacher quality is the most important factor in enhancing student achievement. In order to achieve the goal, lesson study comprises three main phases of plan, do, and see encourages teachers to do collaborative learning in which they create learning communities to discover, create, and negotiate new meanings to improve their teaching. Teachers at all stages of their careers could learn from one another. They could work together, discuss common teaching issues, share successful strategies, and develop new approaches to share problems. Organizing such networks of teacher in collaborative learning promotes an effective way to share pedagogical and content knowledge. In order to think productively about ways to enhance student learning, teachers need to consider both the material they are teaching and the ways that they are presenting it. Considering the importance of both of them, this study aims to know the impact of collaborative learning to teacher performance particularly in SD/MI Al Hikmah Semarang. By involving three model teachers conducting teaching and learning process, and six observers (teachers and lecturers) observing the teacher performance and student activities in the classroom conducted in two cycles, this study shows that collaboration among teachers increased their performance of teaching in which teachers emphasized using active engagement, appropriate learning designs, and application of theories on learning. The majority of teachers agreed that collaborative learning through lesson study helped their performance of teaching. Teachers who participated in collaborative learning had better achievement in their teaching performance rather than those who did not participate in collaborative learning.
An Analysis of Grammatical Errors on Students' Writing Banjar Putri Kumala; Siti Aimah; Muhimatul Ifadah
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1423.479 KB)

Abstract

This study was conducted to find out the grammatical errors on students’ writing. Grammatical errors were analyzed based on surface strategy taxonomy by Dulay, Burt, and Krashen. It consisted of four types, they were omission, addition, misformation, and misordering. There were 27 students that became the subject of this research. The purpose of this research was to identify and describe the dominant types of grammatical errors on students’ writing and to know to what extent the factors cause grammatical errors on students’ writing. Qualitative and quantitative were chosen as the research design. Library research, analysis, documentation, writing test result, questionnaire, and interview were used as the instruments of the data collection. The result of this research showed that the number of errors occurred was 810 errors. Omission errors had the biggest percentage with the percentage of 37%, followed by addition errors with the percentage of 32%. Misformation errors was in the third position with the percentage of 30% while misordering errors became the lowest errors with the percentage of 1%. The factors causing errors were carelessness (73%), first language interference (61%), translation (67%), teacher’s explanation and students’ incomprehension about grammar. Based on the result of the data, the more factors faced by the students, the more frequency of errors on writing occurred. Therefore, the teacher should recognize the students’ errors and encourage the students to learn grammar.
Co-Authors Alvianti Aidarahma Ananda Kusuma Widiastuti Anggi Uswatun Najikha Aufa Rafika Nur Banjar Putri Kumala Cicilia San San Indah Nilla Utomo Desyandri Desyandri Dian Paramita Ayuningtyas Dodi Mulyadi Edy Sutanto Eny Winaryati Eva Anis Shofi`ah Eva Dina Mareta Irma Oktaviani Maria Dewi Arumsari Muhfiyanti Muhfiyanti Muhimatul Ifadah Nurul Inayah Tihurua Purwanto, Bambang Reesky Adi Nugroho Riana Eka Budiastuti Safuan Safuan Siska Pris Setyanti Sobirin Sobirin Sri Nikmatu Rupiah Susilowati Susilowati Syuroya Ayu Fitriani Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Ullayah Fathina Az Zahra Yayuk Prasetiya Yulia Mutmainnah Yustinah Yustinah