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Muhimatul Ifadah
Universitas Muhammadiyah Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science 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.
A Content Analysis of English Textbook Related to Contextual Teaching and Learning Syaiful Haque; Muhimatul Ifadah; Dodi Mulyadi
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

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Abstract

This research was aimed to investigate whether the English Textbook Contextual Teaching and Learning “Bahasa Inggris Sekolah Menengah Pertama” fulfilled the criteria of good textbook suggested by government and supporting the contextual teaching and learning. This research was designed in collaboration of descriptive qualitative and quantitative analysis. The object of this research was Textbook entitled “Bahasa Inggris Sekolah Menengah Pertama”. Library research and analysis were used to collect the data, while the instruments used were analysis sheet and interview. The result of this research showed that the textbook met the criteria of good textbook with the score for content fulfilment was 84.86%. The lowest achievement was in the criteria of cooperative fulfilment, which only achieved 28.18%. The researcher suggested that teacher could be more flexible in delivering the material of the textbook. For supplementing cooperative activity, teacher could arrange the activities that give students opportunity to collaborate in pairs.
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

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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.
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

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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.
Students’ Difficulties in Translating Idiomatic Expression from English into Indonesian Dian Paramita Ayuningtyas; Muhimatul Ifadah; Siti Aimah
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

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Abstract

This research is about the difficulties in translating idiomatic expressions. It is aimed to find out about how students translate the idiomatic expressions, and the difficulties experienced by students during the translating process.18 English Education students were taken as the sample of the study by purposive sampling. The students were given translation test which contained idiomatic expressions. The students’ translation results wereanalysed to know the accuracy level. The resultof accuracy level then leads to the analysis of students’ difficulties in translating idiomatic expressions. Therefore, questionnaire and short interview were employed to gain further data. The research found that 15% of students’ translations were totally inadequate, 23% were inadequate,10% were adequate, 14% were almost successful, and 38% were successful. The fact that the amount of the inaccurate translation result was more than the accurate translation result indicated that the students experienced difficulties during the translating process. Meanwhile, the translation difficulties experienced by students were lexical difficulty at 73%, stylistic difficulty at 67.5%, cultural difficulty at 66%, and 64% for grammatical difficulty. Based on the result, it is suggested for the students to improve their knowledge of English idiom and the translating ability. Inaddition, the students should optimize the use of dictionary to help produce good translation. For teachers, the result of the research can be used to reflect the students’ difficulties in translation, so that they are expected to overcome the difficulties by considering students’ ability and background knowledge in translation.
Storytelling: Peningkatan High Order Thinking Skills Siswa Sekolah Dasar Negeri 03 Ujung-Ujung Pabelan Semarang Testiana Deni Wijayatiningsih; Riana Eka Budiastuti; Dodi Mulyadi; Muhimatul Ifadah; Siti Aimah; Eva Dina Mareta
Jurnal Surya Masyarakat Vol 3, No 1 (2020): November 2020
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.3.1.2020.7-14

Abstract

Students at Public Elementary School 03 Ujung-Ujung Pabelan learned English only in extracurricular activities, where grade 4 and grade 5 were joined in one class. The learning was done by memorizing vocabulary and learning the structure of English grammar. During extracurricular activities, students were not introduced to HOTS-based storytelling, they only learned English vocabulary and structures. Based on this explanation, students needed HOTS skills in learning English so that they can stimulate critical thinking skills in responding to reading and other English language materials. But in reality, they tended to memorize vocabulary and grammar relatively. Based on this statement, our service team focuses community service on the implementation of storytelling to increase student’s HOTS at 03 Elementary School Ujung-Ujung Pabelan Semarang, which had 42 students. The service method used is the lecture method, brainstorming, storytelling practice, and evaluation of the satisfaction of community service participants. The results show that the student’s HOTS in learning to read English stories, retelling what they had read, and increasing the students' critical thinking patterns. The students become motivated to retell story in English and the students improve their critical thinking patterns.
Young Learners’ Perception of Picture as Motivation Booster in English as Foreign Language Febiyanti Liza Riani; Muhimatul Ifadah; Dodi Mulyadi
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Young learners’ awareness of learning English in many places are still interesting to be investigated in Indonesia since in the elementary school, English sometimes taught and some other institution decided to not taught it for some reasons. The study was designed to investigate the student’s perception of picture to help them in boosting motivation in learning English as a foreign language.  In addition, they were being affirmed to elaborate their engagement in the classroom.  The phenomena were observed and questionnaire were managed to get the data. From the study it was found that student’s motivation is improving, revealed from the observation and the questionnaire’s result.  The students’ engagement in learning English was more dynamic and the classroom atmosphere become more joyful. Further, it can be interpreted that they were become more enthusiastic and stimulated when learning English. Supporting these facts, they affirmed that learning English was best experienced whenever the teacher used an interesting media, choosing a fun topic, and giving them chance to compete with their classmates. 
Implementasi Teacher Professional Development dengan Penerapan Lesson Study di Sekolah Muhammadiyah Testiana Deni Wijayatiningsih; Riana Eka Budiastuti; Dodi Mulyadi; Muhimatul Ifadah; Siti Aimah; Yustinah Yustinah
Warta LPM WARTA LPM, Vol. 25, No. 4, Oktober 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1943.836 KB) | DOI: 10.23917/warta.v25i4.783

Abstract

Several teachers in SMP, SMA, and SMK Muhammadiyah in Central Java have not implemented Lesson Study for Teacher Professional Development, especially in SMP Muhammadiyah 1 Cilacap, SMK Muhammadiyah Bumiayu, SMK Muhammadiyah Boja, SMK Muhammadiyah Pekalongan, and SMA Muhammadiyah Wonosobo. The implementation has two objectives, such as to analyze and assess teacher professional development via lesson study in six Muhammadiyah schools. This implementation employed descriptive quantitative and lesson study methodologies to examine the process of implementing lesson study through training models, brainstorming, and group discussions and to measure the improvement of instructors’ viewpoints before and after professional development. The performance results show that teachers actively discussed and collaborated to improve the learning process, from lesson design to open class. The teacher’s perspective questionnaire in their professional development fell into the excellent category, with an average category level above three as the results increased compared to the pre-result before implementation, category level two. All in all, teachers should be more innovative and imaginative to improve their professionalism.
Co-Authors Ageng Wulan Yulista Aufa Rafika Nur Banjar Putri Kumala Desyandri Desyandri Dian Paramita Ayuningtyas Djamaluddin Darwis Dodi Mulyadi Edy Sutanto Eny Winaryati Eva Dina Mareta Febiyanti Liza Riani Nanda Listiyawati Purwanto, Bambang Riana Eka Budiastuti Siska Pris Setyanti Siti Aimah Syaiful Haque Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Yayuk Prasetiya Yulia Mutmainnah Yustinah Yustinah