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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 Jurnal Pengabdian Masyarakat Madani Proceedings Series on Social Sciences & Humanities Prosiding Seminar Nasional Pascasarjana Warta LPM Journal of Lesson Study and Teacher Education
Siti Aimah
Universitas Muhammadiyah Semarang
Religion Arts Humanities Computer Science & IT 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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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DIINTEGRASIKAN DENGAN MEDIA FLASH CARD DAN QUIZIZZ UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA Novianto Agung Priyatno; Siti Aimah; Margaretha Rulik Dwiyamtini
Journal of Lesson Study in Teacher Education Vol. 3 No. 1 (2024): Volume 3 No 1 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i1.134

Abstract

English is a subject which for some students is a difficult subject. There are several factors that cause this, whether from students, teachers or the learning environment. This condition must be addressed immediately so as not to disrupt student learning outcomes. In facing challenges to problems in learning in this class, the author applies a model Problem Based Learning by applying learning media from wordwall and quiziz to increase student learning motivation. This research is a qualitative descriptive study. The impact of action on the implementation of learning steps was obtained from the results of a student survey carried out at the end of the lesson, showing that the learning that had been carried out felt enjoyable. By implementing innovative and fun learning, it encourages students to be active and creative, able to convey their thoughts and ideas both individually and in groups to achieve the expected learning goals
Dari Kertas Menjadi Atlas: Pemanfaatan Limbah Kertas Menjadi Media Pembelajaran Siti Aimah; Heri Dwi Santoso; Bambang Purwanto; Risa `Ainur Rohmah; Gesy Pranalismala; Dyah Laila Safriani; Annida Khaerunnisa`; Nurani Ayu Febriana; Vita Adista Pratiwi; Wahyu Hadinoto; Jean Aida Saputri; Niken Kurniasih
Jurnal Pengabdian Masyarakat Madani Vol 6 No 1 (2026): Jurnal Pengabdian Masyarakat Madani (JPMM)
Publisher : Sekolah Tinggi Ekonomi Bisnis Syariah Bina Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51805/jpmm.v6i1.230

Abstract

Keberadaan limbah kertas di lingkungan sekolah sering kali belum dikelola secara optimal, padahal limbah tersebut memiliki potensi untuk dimanfaatkan sebagai media pembelajaran yang bernilai edukatif. Kegiatan pengabdian ini bertujuan untuk meningkatkan pengetahuan, keterampilan, kreativitas, dan kepedulian lingkungan guru dan siswa SD/MI Al Hikmah Semarang melalui pemanfaatan limbah kertas menjadi media pembelajaran atlas atau peta relief. Metode kegiatan menggunakan pendekatan service-learning yang dipadukan dengan prinsip Participatory Action Research melalui tahapan persiapan, sosialisasi, demonstrasi, praktik langsung, pendampingan, refleksi, dan evaluasi. Peserta kegiatan terdiri dari 35 guru dan 73 siswa SD/MI Al Hikmah Semarang. Hasil kegiatan menunjukkan bahwa guru memperoleh pengalaman langsung dalam mengolah limbah kertas menjadi media pembelajaran yang kontekstual, sedangkan siswa terlibat aktif dalam proses pembuatan media pembelajaran atlas melalui pembuatan pulp, pencetakan, pewarnaan, dan pelabelan peta. Kegiatan ini juga meningkatkan kesadaran peserta bahwa limbah kertas yang sebelumnya hanya ditumpuk, dijual, atau dibakar sehingga dapat diolah menjadi media pembelajaran yang kontekstual. Dengan demikian, pemanfaatan limbah kertas menjadi atlas/peta relief dapat menjadi alternatif inovatif untuk mendukung pembelajaran yang konkret, kolaboratif, kreatif, dan berwawasan lingkungan.
Enhancing EFL Vocational Students’ Narrative Speaking Performance Through Digital Storytelling: Evidence from Classroom Action Research Diah Tutik Herawati; Riana Eka Budiastuti; Siti Aimah
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to explain the use of digital storytelling to enhance students’ narrative speaking performance and to explain students’ responses to the use of digital storytelling as media. This study employed Classroom Action Research (CAR) design that conducted in two cycles and involved tenth grade students at SMK Muhammadiyah Kunduran as the research participants. The data were collected through observation, pre-tests, post-tests, and questionnaires. The results showed a significant enhancement in students’ spoken narrative text, represented by the scores from pre-tests and post-tests in both cycles. This ca be seen in the pre-test result, where the average students score of 37.6 jumped to 79,8 in the post-test results in the cycle II. In addition, students’ responses collected through questionnaires revealed highly positive responses towards the use of digital storytelling. The questionnaire results showed there was an improvement in various aspects of student learning: the cognitive aspect by 100% including speaking skill and convey ideas, in terms of the affective aspect, 93.3% of students felt that digital storytelling reduced their shyness, boosted their self-confidence, and motivated them; and in terms of the psychomotor aspect, 60% of students agreed that digital storytelling made them more active in the learning process. These findings demonstrate that the digital storytelling served as an effective learning media for students’ spoken narrative text.
Exploring EFL Students’ Perceptions of Strategic and Technology-Assisted Listening Practices: A Qualitative Descriptive Study Tanzila Israhayu; Siti Aimah; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This study explores EFL students’ perceptions of strategic and technology-assisted listening practices in English listening activities. Using a qualitative descriptive design, the study involved five students from Universitas Muhammadiyah Semarang who had experienced listening tasks in classroom contexts. Data were collected through an open-ended questionnaire distributed via Google Forms and were analyzed thematically to identify students’ habits, experiences, challenges, emotional responses, and focus strategies. The findings indicate that students showed varied levels of metacognitive awareness before listening. Some were prepared by reading or finding materials, while others did not apply specific preparation strategies. Technology-assisted listening was generally perceived positively, particularly through videos, music, podcasts, and digital platforms such as Gemini, which helped students access varied and engaging input. However, students also reported difficulties with fast speech, unfamiliar accents, limited vocabulary, and discomfort with fully English-language materials. Emotional responses were mostly positive, although some students experienced boredom, sleepiness, or difficulty understanding the content. To maintain focus, students used personal strategies such as choosing quiet places, selecting interesting themes, preparing vocabulary, and creating comfortable learning conditions. These findings suggest that EFL listening instruction should combine metacognitive strategy training with appropriately scaffolded digital tools to support learner autonomy, engagement, and comprehension.
Co-Authors Alvianti Aidarahma Ananda Kusuma Widiastuti Anggi Uswatun Najikha Annida Khaerunnisa` Aufa Rafika Nur Banjar Putri Kumala Cicilia San San Indah Nilla Utomo Desyandri Desyandri Diah Tutik Herawati Dian Paramita Ayuningtyas Divya Fitriyani Dodi Mulyadi Dyah Laila Safriani Edy Sutanto Elmira Noer Shaumi Eny Winaryati Eva Anis Shofi`ah Eva Dina Mareta Gesy Pranalismala Heri Dwi Santoso, Heri Dwi Irma Oktaviani Jean Aida Saputri Margaretha Rulik Dwiyamtini Maria Dewi Arumsari Muhfiyanti Muhfiyanti Muhimatul Ifadah Niken Kurniasih Novianto Agung Priyatno Nurani Ayu Febriana Nurul Inayah Tihurua Purwanto, Bambang Reesky Adi Nugroho Riana Eka Budiastuti Risa `Ainur Rohmah Safuan Safuan Siska Pris Setyanti Sobirin Sobirin Sri Nikmatu Rupiah Susilowati Susilowati Syuroya Ayu Fitriani Tanzila Israhayu Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Ullayah Fathina Az Zahra Vita Adista Pratiwi Wahyu Hadinoto Wiyaka Wiyaka Yayuk Prasetiya Yulia Mutmainnah Yustinah Yustinah