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Teachers’ Perceptions of Using Language Games Linda Mayasari
Linguistics and ELT Journal Vol 7, No 1 (2019)
Publisher : Muhammadiyah University of Mataram

This paper focuses on analyzing teachers’ perspective of using language games. The subjects were eleven English teachers who teach at Muhammadiyah junior and senior high school located in Surabaya. They were taken by using proportional stratified random sampling. The details were seven from Muhammadiyah junior high schools and four from Muhammadiyah senior high schools. This research took one English teacher from each school. The research instruments were questionnaire and interview. Based on data analysis, it gathered several results; first the teachers prefer non digital language games. Second, if they apply language games in pre teaching, they become as “a bridge” to the new topic being discussed. When the teachers hold language game in the post teaching activity, the purpose is to check the students’ comprehension. The teachers agree that language games give positive insights toward the students in learning English. However, these also bring some problem – the need of using L1 for students to understand how they run the language games and to win the game.

Students’ Perception Towards Blended Learning Using English Discoveries at the University of Muhammadiyah Surabaya Vega Hesmatantya; Salman Ari Firmansyah; Linda Mayasari
Journal of Nusantara Education Vol. 1 No. 2 (2022): April 2022
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

In improving the students' English abilities at private institutions in Surabaya, the English Discoveries platform was used in the English learning process in all faculties using the blended learning technique. The lecturers followed the instructions on utilizing English Discoveries in a Blended Learning environment. Meanwhile, students unfamiliar with new learning media as part of the blended learning technique must adjust to a new English learning experience. Student perceptions were essential to understand as evaluation for the next learning process. As a result, the purpose of this study was to find out what students feel about blended learning with English Discoveries, how it affected English language abilities, and what strengths and limits students had while utilizing the blended learning technique. This study distributed questionnaires to 329 students from seven faculties to determine student perceptions. This study showed that English Discoveries was an easy-to-use platform that aided and delivered a learning experience for students participating in blended learning activities. English students' English skills comprised stages of learning. Because of the flexible learning techniques, the students had plenty of time to examine the topic and practice one of their English abilities. On the other hand, students had issues with unstable internet network connections. As a result, learning must be carefully prepared before beginning to establish a pleasant learning environment, which necessitates strong cooperation between lecturers and students throughout the learning process. Dalam upaya meningkatkan kemampuan bahasa Inggris mahasiswa di universitas swasta di Surabayaplatform English Discoveries diterapkan melalui metode blended learning pada proses pembelajaran bahasa Inggris di semua fakultas. Para dosen telah diberikan pelatihan tentang penggunaan English Discoveries dalam metode blended learning. Sedangkan bagi mahasiswa yang baru dikenalkan dengan media pembelajaran baru dalam metode blended learning harus beradaptasi dengan pengalaman belajar bahasa Inggris yang berbeda dari sebelumnya. Persepsi mahasiswa sangat penting untuk diketahui sebagai bahan evaluasi dalam proses pembelajaran selanjutnya. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap pembelajaran blended learning menggunakan English Discoveries, dampaknya terhadap kemampuan berbahasa Inggris, kelebihan dan kendala ketika pembelajaran menggunakan metode blended learning. Untuk mengetahui persepsi mahasiswa, penelitian ini menyebarkan angket kepada 329 mahasiswa dari 7 fakultas. Temuan penelitian ini mengungkapkan bahwa English Discoveries merupakan platform yang mudah digunakan, serta efektif dan efisien dalam membantu siswa belajar dalam blended learning. Tahapan pembelajaran yang terdapat dalam English kemampuan bahasa Inggris mahasiswa Para mahasiswa memiliki banyak waktu untuk mengeksplorasi materi dan salah satu keterampilan bahasa Inggris mereka karena metode pembelajaran yang fleksibel. Di sisi lain, mahasiswa mengalami kendala dalam hal koneksi jaringan internet yang tidak stabil dan biaya kuota internet yang mahal. Oleh karena itu pembelajaran harus dipersiapkan dengan baik sebelum memulai untuk menciptakan suasana belajar yang nyaman, hal ini membutuhkan kerjasama yang baik antara dosen dan mahasiswa dalam proses pembelajaran.

Students’ Learning Strategies in Public Speaking Class at Higher Education Level Rahma Puluhulawa; Gusti Nur Hafifah; Linda Mayasari
Ahmad Dahlan Journal of English Studies Vol. 9 No. 2 (2022): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v9i2.82

Public speaking is the capability to speak in public with learning activities that occur through experiences and speaking practices in front of audiences. Different learning strategies the students apply in improving their speaking ability surely result in diverse speaking mastery and performances. This research aims to discover and explore what kind of learning strategies university students use in a public speaking course. Three students from the same class of public speaking course were selected as the subjects of the study. They are selected based on the score criteria: high-average score, medium-average score, and low-average score students. It was a descriptive qualitative study using questionnaires and interviews as the main instruments. The result shows that three types of students use three kinds of learning strategies: cognitive, socio-affective, and meta-cognitive strategies, but the main differences are in the factors of frequency and consistency of using the strategies. The researcher found that the high-average score student mostly used cognitive strategies to support their mastery of public speaking. The high-achieving student regularly watches and listens to English speeches on YouTube and Instagram, which cover the specific strategy: auditory representation of cognitive strategy aspects. This study concludes that the student with a high-average score employs more cognitive techniques to promote mastery of public speaking. It also recommends more frequent language exposure to improve public speaking skills.

Storytelling and Bulletin Board for Character Education linda mayasari
Tell : Teaching of English Language and Literature Journal Vol 1 No 1 (2013): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

IndonesianÂ minister of educationÂ attemps to raise up an issue about Â developing character education amongst indonesian schools based on the goal of Indonesiaâ€™s national education law No.20Year 2003. Adeyemi(2009) justifies that the concept of teaching character education should not be seen as the prerogative of subject alone. It should be taught integrated through any subject such as mathematics, science, humanities, social sciences, civic, sports, and so on, and in this case language, foreign language, national language, or even local language. The two ideas promoted here relating to build character in students areÂ Â storytelling andÂ Â bulletin board.Â Those can be employed by teacher in establishing language class; in addition, inserting other pertinent subjects to the material is possible to do.Â KEYWORDS:storytelling, bulletin board.

The Effectiveness of Task-Based Learning in Teaching Integrated Skills Aisa Damayanti Kartini; Linda Mayasari; Sofi Yunianti
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Task-Based Learning has proven as a good approach in teaching English. The approach has been implemented in teaching language, especially English integrated skills. This is enough for researcher to do the study about implementation of TBL to training students mastery for languageâ€™s macro skills. The material which taken as the topic was natural disaster. Therefore, it was easy to learn for the students as they had experienced the event through their environment. The objective of this research is to find out if TBL effectives in teaching the students about integrated skills and to know how Task-Based Learning improves studentsâ€™ language abilities. This research uses Classroom Action Research with two cycles. There are several phases in this research design, namely: (a) planning, (b) action, (c) observing and, (d) reflection. The subject is class of XI NKN 2 at vocational high school in Surabaya. Based on this study, it was proven that Task-Based Learning could improve the eleventh grader studentsâ€™ score which in the good level with 80% students passed the Minimum Mastery Criteria (KKM) after the conduction of cycle 2. This study resulted in Task-Based Learning was able to help students enggage in learning four language skills in the same time while being active during the learning process.

Studentsâ€™ Critical Thinking Of Explanation Writing Linda Mayasari; Ria Novia
PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019
Publisher : Universitas Muhammadiyah Surabaya

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

This research paper aims to describe the use of task-based learning strategy in teaching learning writing explanation at tenth grade of senior high school. The research focused on the use of task-based learning strategy to improve studentsâ€™ critical thinking ability in explanation writing. This classroom action research consists of one cycle and in the cycle consisted of four steps: planning, action, observation, and reflection. The subject of this research was the students of tenth grade in SMA Negeri 13 Surabaya. In analyzing and collecting the data, it used the information from the interview, observation in the class and the achievement of the studentsâ€™ writing. Brownâ€™s theory and Willisâ€™ theory were utilized to find out more about the writing and critical thinking of studentsâ€™ in writing explanation through task based learning. Based on the analysis, it can be seen through TBL, the students were able to perform six components of critical thinking suggested by NEIUâ€™s in CTL (the issues, context, perspective, assumption, evidence and implication) in their explanation writing under the topic eco-composition.Â Key words: Writing, Task-Based Learning, Eco-composition, Critical Thinking.Â

The Implementation Of Teaching Speaking On Explanation Using Live Presentation And Recorded Presentation On Whatsapp Application At Sma Muhammadiyah 9 Surabaya Siti Imalia Tanjung; Linda Mayasari; Sofi Yuniati; Ramizah Rizqiya
PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019
Publisher : Universitas Muhammadiyah Surabaya

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

This research is conducted to apply teaching speaking by using live presentation and recorded presentation via WhatsApp application. The research design is descriptive qualitative, the researcher analyzed the eleventh grade of science program in senior high school of Muhammadiyah 9 Surabaya. The purpose of the research is to describe the implementation of teaching speaking on explanation text material by using live presentation and recorded presentation through WhatsApp, the studentsâ€™ responses, the strength and weakness of this implementation. The result was the students could practice speaking English on WhatsApp application as the learning media with two different strategy; recorded presentation and live presentation. The responses of the students were very interest with the media that applied during teaching-learning process. The strength of recorded presentation was students can present better, meanwhile on live presentation, teachers can monitor directly if they have errors. However live and recorded presentation have the weakness. The weakness of recorded presentation was students cannot be monitored directly by the teacher and the weakness of live presentation was the learning time that was less efficient so that it required additional time. Keyword: Teaching speaking, Recorded Presentation, Live Presentation and Explanation Text

VIDEOGAMES TOWARDS ENGLISH ABILITY OF THE PLAYERS: A STUDY OF PERSPECTIVES Iqbal Arya; Armeria Wijaya; Linda Mayasari
PROCEEDING UMSURABAYA Vol 1 No 1 (2024): Proceeding Fakultas Keguruan Ilmu Pendidikan
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.24089

In this study, the researcher discussed the impact of videogames in "Videogames towards English ability of the player: A study of perspectives" The purpose of this research is to analyze the impact of videogame on a player's English ability while in-game from the perspective of the player. The subject of the study is 33 players who have played video games for more than 2 years or more. The data were analyzed based on Krashen's monitor theory. In analyzing the data, the researcher used quantitative research to find as many respondents as possible using a survey and then analyze it. The procedure of the research is: first the researcher spread the survey while looking for a player who has played video games for more than 2 years. Second, the researcher analyzes and sorts the answer from the survey. Third, make the conclusion based on the survey. The conclusion is that videogames do indeed have a positive impact on English ability from the perspective of the player

The Use of Modified Scrabble Game to Improve Students’ Vocabulary in English Class at SMAN 20 Surabaya Khairunnisa Wijayanti; Windy Citra Negara; Linda Mayasari
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28126

This research is a Classroom Action Research (CAR) which aims to determine the improvement of students' mastery of English vocabulary through the application of modified Scrabble game. This research was conducted in class XI-6 of SMAN 20 Surabaya in even semester of 2024/2025 academic year with 35 students. This Classroom Action Research (CAR) was conducted in two (2) cycles. Data were collected through English vocabulary mastery test. The data obtained were then analyzed descriptively, where the indicator of the success of the study was an increase in the percentage of the number of students who scored 75 after the implementation of the action using the modified scrabble game was 75%. The results of this study show that in cycle 1, there were 54.29% of learners getting a score of 75, while in cycle 2 there was an increase with a percentage of more than 75% of learners getting a score of 75 in cycle two (2) after the action using the modified scrabble game. Thus, it can be concluded that the use of modified scrabble game is known to improve the mastery of English vocabulary of students of class XI-6 SMAN 20 Surabaya.

Boosting Confidence and Fluency in Speaking Comprehension through Story-Relay Activity Moch Affan Heryana Santana; Windy Citra Negara; Linda Mayasari
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28127

This Classroom Action Research activity examines how a structured story-relay activity in recount text improves Grade 10 EFL students’ self-confidence and speaking fluency. A total of 31 students from an Indonesian high school participated in two cycles of intervention. The first cycle is to check their confidence and their ability to speak, while the second is to apply the treatment of story relay. Pre- and post-intervention assessments of self-record video conducted outside the normal learning activity and will be compared. Both assessment were conducted using two validated rubrics: one measuring fluency (flow of speech, grammatical accuracy, narrative structure, and pronunciation) and the other assessing confidence (body language, eye contact, vocal volume, and expressive intonation), each rated on a four-point scale (1 = needs significant improvement to 4 = excellent). After collecting both data of pre- and post-assessment, both data will be compared to see how far the improvement after the treatment of story-relay on their confidence and ability to speak. Findings demonstrate that collaborative, form-focused narrative tasks can effectively foster both linguistic competence and learner confidence in an EFL context. The study recommends integrating story-relay activities as a regular classroom strategy to reinforce students’ speaking fluency and self-confidence.

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