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<![CDATA[STUDENTS’ RESPONSES TOWARD THE USE OF WHATSAPP IN LEARNING ]]>
<![CDATA[Armeria Wijaya]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v2i1.489
<![CDATA[Lecturing along with the use of whiteboard combined with power point presentation has been traditional practice in classroom. The desired learning outcome has long been examined. Overviewing the postulation by Bransford, Browning, and Cocking (1999, p194) which premise that technology plays significant role for yielding learning environments that advance the possibilities of one-way communication media, such as movies, documentaries, television shows, and music into new areas that require interactive learning like visualizations and student-created content, lead me into an implementation of media development in teaching. This paper aims to see the students’ responses toward the use of WhatsApp in English learning as this smart phone application has been used in some courses in some levels of students in Muhammadiyah University of Surabaya majoring English. Elaborated qualitatively, this paper shows you how much students get into the learning. It is shown that even though self-effort to internet access was the main obstacle in the learning, their reading and writing skills were found improved. This result in the future is expected to be able to make other faculties realize that smart phone application can enhance the learning environment and outcome]]>
<![CDATA[PENERAPAN VARIASI KEGIATAN APERSEPSI DAN PEMBELAJARAN INTERACTIVE LEARNING UNTUK MENINGKATKAN AKTIFITAS PEMBELAJARAN DAN KEMAMPUAN PRONUNCIATION MAHASISWA DALAM MATA KULIAH PRONUNCIATION PRACTICE ]]>
<![CDATA[Armeria Wijaya]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 15, No 3 (2015) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v15i3.79
<![CDATA[ABSTRAKPenelitian ini bertujuan untuk mengetahui metode pembelajaran yang tepat untuk digunakan dalam proses pembelajaran mata kuliah Pronunciation Practice. Melalui Lesson Study dosen dapat mengujikan rencana pembelajaran yang diterapkan dalam mata kuliah Pronunciation Practice. Dari hasil penelitian ditemukan bahwa strategi interactive learning dengan metode inkuiri dan diskusi kelompok adalah strategi dan metode yang paling tepat digunakan dalam mata kuliah Pronunciation Practice dimana mahasiswa mendapat lebih banyak kesempatan untuk mengeksplorasi kemampuan individu secara berkelompok. Selain itu, peningkatan kegiatan apersepsi di awal pembelajaran memungkinkan mahasiswa membangun kesadaran dan kesiapan diri pada materi pembelajaran.]]>
<![CDATA[Do Preservice Teachers’ Pedagogical Competence and English Skills Correlate to Their Willingness to be Teachers? ]]>
<![CDATA[Eko Sasmito]]>;
<![CDATA[Armeria Wijaya]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 4 No 2 (2022): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v4i2.3229
<![CDATA[English teacher is one of the main factors to students to master English. Their competencies will lead them into professional teachers. Aiming to know the correlation between pedagogical and English skills of the pre-service teacher to their willingness to be teachers, this research uses an explanatory correlation design. Documents of pedagogical competence and English skills score and questionnaire are the instruments of the research. The result of the analysis shows that there is a significant correlation between pre-service pedagogical competence and their willingness to be teachers. Meanwhile, there is no correlation between pre-service English skills and their willingness to be. Then, there is no correlation between pre-service pedagogical competence and English skill together with their willingness to be teachers. However, from the findings, it can be concluded that pre-service teachers’ pedagogical competence affects their willingness to be teachers, that pre-service teacher is suggested to master teacher competencies to increase their willingness to be teacher especially pedagogical competence.]]>
<![CDATA[The Use of Metaphors in Malcolm X Speech Entitled the Black Revolution ]]>
<![CDATA[Yashinta Nur Wahyudi]]>;
<![CDATA[Wijayadi -]]>;
<![CDATA[Armeria Wijaya]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2730
<![CDATA[AbstractThis study analyzes the metaphor in Malcolm X's speech entitled The Black Revolution. The method used is qualitative descriptive method using the theory of Lakoff and Johnson (2003) and strengthened by the theory of Saeed (2005) in describing the characteristics contained in the metaphor. This analysis aims to identify the metaphors contained in Malcolm X's speech. The Black Revolution explains how oppression and injustice have been accepted by the black community in America over the years. The results of the research are Structural, Orientation, and Ontological metaphors. The most dominant metaphor used in speech is structural metaphor. Then there are the characteristics of Conventional, Systematic, Asymmetric, and Abstraction. The most dominant characteristic in speech is the systematic one.]]>
<![CDATA[Augmenting scientific literacy through HOTS instruction in EFL classroom: Students’ perception ]]>
<![CDATA[Armeria Wijaya]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 8 No. 2 (2022): July-December 2022 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v8i2.3322
<![CDATA[This paper examines students' perceptions of the current practice of using Higher Order Thinking Skills (HOTS) in the classroom to enhance their scientific literacy. The study was prompted by the traditional monotonous teaching of Sociolinguistics. Pre-observation activities revealed that students found the traditional sequence of classroom movement tedious and impractical in linguistics learning. Using students' presentations and classroom discussions as a learning strategy, which are considered low-order thinking skills, resulted in students not being engaged in the discussion. However, after learning with HOTS instructions, it was found that activities such as analyzing sociolinguistics phenomena, evaluating them, and proposing ideas for further research in the field of sociolinguistics, brought new perspectives to the learning experience. The results of the questionnaires, analyzed qualitatively, showed that students had positive perceptions of learning with HOTS instructions; their scientific literacy was competently advanced, the scientific knowledge was advantageous for their social and academic interactions, and they were able to identify connections between sociolinguistics and technology. In conclusion, English as a Foreign Language (EFL) students' scientific literacy can be enhanced through this type of instruction Keywords: Students’ Perception; Scientific Literacy; Augmenting Scientific Literacy; HOTS Instruction; EFL Classroom]]>
<![CDATA[Advantageous Online Learning During Covid-19 Pandemic: Why Parents Disbelieve? ]]>
<![CDATA[Armeria Wijaya]]>;
<![CDATA[Vega Hesmatantya]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.20034
<![CDATA[Parents' expectations for children's educational attainment must be restrained by Covid-19 in 2020. In Indonesia, the virus has interfered with all levels of school to reform the mode of learning. An immediate decision made by the Ministry of Education was to implement full online learning. This situation uncovers obstacles that children and parents undergo. Even though the advantages of the policies have been perceived and published, the stakeholders need to express the problems too. This paper will exhibit parents’ disbelief toward online learning. The survey using questionnaire had been administered to 200 parents of elementary level students of Muhammadiyah Schools in Surabaya, Indonesia. The results show parents’ disbelief issues. Online learning is believed as burdensome to parents and children. It is also ineffective in accommodating competencies such as academic, affective, spiritual competencies, as well as talents and interests. Interviews were then conducted to investigate the factors: parents own limited time to assist children in studying, numbers of the family own limited gadget facilities, and children need to meet their teacher directly to understand the lesson. Finally, the implication after parents’ disbelief is revealed. Parents were becoming more emotional to the children along with their demotivation to the online learning as well as the lower academic, affective, and spiritual competence.]]>
<![CDATA[The Use of Metaphors in Malcolm X Speech Entitled the Black Revolution ]]>
<![CDATA[Yashinta Nur Wahyudi]]>;
<![CDATA[Wijayadi -]]>;
<![CDATA[Armeria Wijaya]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i1.2730
<![CDATA[AbstractThis study analyzes the metaphor in Malcolm X's speech entitled The Black Revolution. The method used is qualitative descriptive method using the theory of Lakoff and Johnson (2003) and strengthened by the theory of Saeed (2005) in describing the characteristics contained in the metaphor. This analysis aims to identify the metaphors contained in Malcolm X's speech. The Black Revolution explains how oppression and injustice have been accepted by the black community in America over the years. The results of the research are Structural, Orientation, and Ontological metaphors. The most dominant metaphor used in speech is structural metaphor. Then there are the characteristics of Conventional, Systematic, Asymmetric, and Abstraction. The most dominant characteristic in speech is the systematic one.]]>
<![CDATA[THE INFLUENCE OF NGAPAK ACCENT STUDENTS ON SPEAKING ENGLISH IN PURWOKERTO ]]>
<![CDATA[Ramadhan, Daris]]>;
<![CDATA[Wijaya, Armeria]]>; Lestari, Sri
<![CDATA[ TELL - US JOURNAL Vol 9, No 3 (2023): September 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2023.v9i3.7000
<![CDATA[Mispronunciation of English consonants by students often occurs when Purwokerto students speak English. These factors play an important role in understanding English communication. The aims of this research are to 1) analyze affect students' English pronunciation when speaking English and 2) analyze students' perspectives on English with a Ngapak accent. Narrative research is a design of inquiry from the humanities in which the researcher studies the lives of individuals and asks them to provide stories about their lives. Internal and external pronunciation motivation of each respondent. In this research there were 5 respondents who were Purwokerto students studying at Wijaya Kusuma University in Purwokerto. The study was conducted through recording and transcription of respondents. The results of this study found that in each respondent there must be differences in the sound of English, and there are several factors that cause different English pronunciation, namely intrinsic factors and external factors. Intrinsic factors from self-confidence, interest, and motivation, if from extrinsic factors it can be from the environment and support from the closest people. Purwokerto students make numerous mispronunciations in English consonants, with 27 errors made by 5 respondents. The study found that each person's pronunciation factor and motivation differ, and the plugs or medhok used are not the same for everyone. The results suggest that each person's pronunciation factor and motivation are unique, and the study highlights the importance of understanding and addressing these differences in pronunciation to improve students' English pronunciation.]]>
<![CDATA[Schooling From Home During Pandemic: How Do Parents' Response Towards Online Learning? ]]>
<![CDATA[Hesmatantya, Vega]]>;
<![CDATA[Wijaya, Armeria]]>
<![CDATA[ Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 16, No 1 (2023): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/mad.v16i1.15840
<![CDATA[This study aims to find the parents' response towards online schooling from home attended by their children. The spread of Covid-19 becomes a massive pandemic hazardous for the community. Its rapid transmission forces government to implement emergency policy to cope with this virus. The Ministry of Education and Culture decided to eliminate face-to-face learning on behalf of the Indonesian Government. The school is temporarily closed to disrupt a chain of Covid-19 transmission. As a replacement, face-to-face learning is transformed to be online learning. In this case, parents' roles become more prominent because they must provide learning assistance to their children to ensure that schooling from home can be followed properly. This exploratory research involved 200 parents as respondents to fill in the questionnaire, and later 12 parents were invited to proceed with further interview sessions. The result indicated a positive response to the implementation of online learning initiated by their schools. Its implementation is an appropriate option for preventing students from infectious Covid-19. However, some obstacles occur when parents cannot assist their children optimally due to their responsibility to accomplish their work and go to the office during school hours. It is suggested that teachers' assistance during learning from home can be improved to maintain effective learning. Moreover, parents hope that face-to-face school can be held right away after the pandemic is successfully handled.]]>
<![CDATA[Creative Thinking Process of Prospective Elementary Education Teacher Students Based on Field Independent Cognitive Styles and Self-Efficacy in Solving Contextual Problems ]]>
<![CDATA[Suprapti, Endang]]>;
<![CDATA[Siswono, Tatag Yuli Eko Siswono]]>;
<![CDATA[Manuharawati]]>;
<![CDATA[Hidayatullah, Achmad Hidayatullah]]>;
<![CDATA[Wijaya, Armeria Wijaya]]>
<![CDATA[ Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jomp.v5n2.p67-75
<![CDATA[This study aims to describe the creative thinking process of prospective elementary school teachers based on independent field cognitive style and self-efficacy in solving contextual problems. This qualitative-exploratory study involved two prospective elementary school teachers who had independent field cognitive style and self-efficacy. Data collection was conducted through task-based interviews and analysis using interactive methods consisting of data condensation, data presentation, data interpretation and verification. The results showed that prospective elementary school teachers with independent field cognitive style and high self-efficacy had better creative thinking processes than prospective elementary school teachers with independent field cognitive style and low self-efficacy. Prospective elementary school teachers with independent field cognitive style and high self-efficacy in synthesizing ideas understood information well, and met the criteria for creative thinking in terms of fluency, flexibility and novelty. Meanwhile, prospective elementary school teachers with independent field cognitive style and low self-efficacy did not see the provisions in the questions given well, and only met the fluency criteria aspect.]]>
