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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya ELT Worldwide: Journal of English Language Teaching ETERNAL: English Teaching Journal Kontribusia : Research Dissemination for Community Development Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan EduInovasi: Journal of Basic Educational Studies

Ulfatul Ma’rifah

Universitas Muhammadiyah Gresik

Author-ID : 2489796

Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 15 Documents Claim Missing Document

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Articles

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Virtual Implementation of Mobile-Game Based Learning: Enhancing Students’ Vocabulary Mastery and Self-Motivation Jihan Nawal Aini; Ulfatul Ma’rifah
ELT Worldwide: Journal of English Language Teaching Vol 8, No 2 (2021)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i2.22631

This paper is based on a research on students’ vocabulary mastery at the first grade students of Junior High School at Loeitadnonputtana School, Loei Thailand using Mobile-Game Based Learning strategy. This research is conducted based on the preliminary study which indicated that the students faced some difficulties in mastering English vocabulary. The purpose of this research is to enhance students’ vocabulary mastery through Mobile Game Based Learning. The data were collected by quiz, teacher made-tests, observation, and questionnaire. The data were analyzed by using triangulation. The research design used on this study is Classroom Action Research (CAR). The result of this study shows that Mobile Game Based Learning can significantly enhancing students’ vocabulary mastery from 72% into 86%. Mobile Game Based Learning also makes the students enjoy in learning vocabulary so that they feel motivated and interested more in learning and mastering vocabulary.

Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement Ulfatul Ma'rifah; Nurul Masrifah; Yudhi Arifani
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 11, No 1 (2021)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.11.1.2021.17-32

This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schools in the second semester of the 2019/2020 academic year in Gresik, East Java, Indonesia. This research found that EFL teachers’ pedagogical beliefs with regard to using technology have a positive and significant influence on EFL students’ learning engagement in the classroom (t-value is 10.840 > 1.96) and the pedagogical belief dimension most influences EFL students’ learning engagement in the classroom is “Teachers’ Practices with Regard to Using Technology” (t-value is 9.953 > 1.96).

ENHANCING STUDENTS’ LISTENING SKILL THROUGH QUIZIZZ AUDIO FEATURE IN ONLINE LEARNING AT JIARAWANON-UTIS 4 SCHOOL Annisatul Fadlilah; Ulfatul Ma’rifah
ETERNAL (English Teaching Journal) Vol 13, No 1 (2022): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v13i1.10883

The most challenging skill for EFL learners, especially in online learning is listening. As a result, an effective teaching tool is required to improve student's listening skills and motivation. This research aim is to describe how second graders students at Jiarawanon-Utis 4 School in Loei Province, Thailand used the Quizizz Audio Feature to enhance their listening skills. Eight students from the first semester of the school year 2021-2022 took part in this study. CAR (Classroom Action Research) was conducted in this study divided into two cycles. Each cycle consists of three meetings and four steps; planning, action, observation, and reflection. Data collection were collected from listening test, quizziz, observation, and questionnaires. Then triangulation is needed to evaluate the data. The result showed that there was an improvement in students’ listening skills. It is proven from the result of the average of both cycles. The average is 70,81% in the first cycle and 90,24% in the second cycle, so the enhancement is 19,43%. Furthermore, the findings of the questionnaires revealed that students gave excellent feedback regarding the use of the Quizizz Audio Feature to enhance their listening skills, as evidenced by their responses to the survey

Enhancing Students’ Critical Thinking and Confidence through Indirect Explicit Grammar Instruction (IEGI) in Learning Grammar Ulfatul Ma’rifah
DIDAKTIKA Vol 24 No 2 (2018)
Publisher : Universitas Muhammadiyah Gresik

The aim of this research is to find the strategy how Indirect Explicit Grammar Instruction(IEGI) is able to enhance students‟ critical thinking and confidence in learning tenses. Sincestudents usually tend to memorize the form of patter in learning tenses, as a result they havebeen repeated rule presentations of grammar structures and lose their sense of criticalthinking to discover. More over, learning grammar on isolated way also make students haveless confidence to speak because they can memorize the pattern, but they cannot use themaccurately. Using classroom action research in two cycle which every cycle consists of threemeetings, the data are collected by using observation cheklist, rubric, test, qestionnare andstudents participation sheet. The observation cheklist is used to get the data of theimplementation of IEGI during teaching learning activities in the classroom which studentswork in group. The result from rubric shows the improvement of students‟ ctitical thinkingability improve from 54.05% into 82.50%. While from the test which covered the ability inanalyzing and answering questions which need Higher Order Thinking improve significantlyfrom 47.56% into 80.90 %. While students‟ confidence improves significantly from 55.56%into 78.10%

USING INTERACTIVE VIDEO TO IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH admin admin; Ulfatul Ma'rifah
DIDAKTIKA Vol 19 No 2 (2013)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.839 KB)

Motivation becomes an important part in the successful of teaching learning process. English teachers should concern to find the way in teaching to improve students' motivation.This paper presents the use of interactive video to improve students' motivation in learning English. The writers find some studies which generate that interactive videos plays important roles to increase students motivations. It's not just the teacher play such kind of video then let students watch it, but there are such kind of video which can gain students interaction and some steps to implement it. The result is using interactive video can improve students' motivation in learning English, but this method needs some equipment which doesn't have in all school.

HOW CHILDREN PERCEIVE FOOD ADVERTISEMENTS ON TV: A SEMIOTICS ANALYSIS Ulfatul Ma’rifah
DIDAKTIKA Vol 26 No 1 (2019)
Publisher : Universitas Muhammadiyah Gresik

In digital era, advertising can reach people wider than before. Children are one of targeted consumers for food advertisements. Everyday children are shown by food advertisements while they are watching TV. These advertisements functioned both to deliver and utilize a wide variety of meaning, symbols and message called semiotics. Moreover, children are treated with variety of signs and symbols, but they have different ways of interpreting them.. This study investigated ten children (8-to-10 years old) to know about their perception towards food advertisements. Using semiotics analysis researcher interviewed children about ten food advertisements that are broadcasted on TV. The result shows that most of children can perceive well all signs and symbols communication conveyed by food advertisement. The most influence symbol that affected children to try product is food image that are usually performed in zoom mode and slow motion. Children also get understanding message, culture and value conveyed by food advertisements in positive side. It can support children to behave positively. While brand personal get les attention that brand character of food advertisements which children prefer more cartoon character as a brand mascot of food product.

THE EFFECT OF GRAPHIC ORGANIZER WITH SCHOOLOGY ON STUDENTS’ WRITING SKILL AT MA MASYHUDIYAH GIRI Betty Indah Cahyaningtias; Khoirul Anwar; Ulfatul Ma’rifah
DIDAKTIKA Vol 26 No 2 (2020)
Publisher : Universitas Muhammadiyah Gresik

Writing is a productive skill which makes the students managing the ideas into texts or paragraphs. Writing skill is one of the things that noticed by the Indonesian Minister of Education and Culture. It can be seen at the curriculum. The curriculum expects that the students will be able to write in English texts well at the end of learning process. However to reach the goal at curriculum is not easy. It because the students have a lot of problems in learning writing. For instance, when the students write paragraph, they usually has no unity so the content of each paragraph did not appropriate with the topic. Then, the students difficult to organize ideas properly. Besides that, the students also difficult to choose the appropriate words. These problems are caused by the ways students learn writing are not really effective. To solve the problems, the researcher use Graphic Organizer with Schoology as the alternative in teaching writing. This study was investigate the significant effect of Graphic Organizer with Schoology on Students’ Writing Skill. The researcher chose eleventh grade at MA Masyhudiyah Giri to conduct this study. The sample was 11 MIPA 2 as the experimental group and 11 MIPA 3 as the control group. Both of class consisted of 30 students. So, the number of the participants in this study was 60 students. The research finding showed that there was a signinificant difference between experimental group who were taught by using graphic organizer with schoology and control group who were taught by only using graphic organizer. It is proven by the result of sig. (2-tailed) is lower than 0.05 (0.000<0.05). So, the null hypothesis can be rejected. It means that Graphic Organizer with Schoology has significantly effects on students’ writing skill. Therefore, the researcher suggest to the English teacher for Implementing of Graphic Organizer with Schoology as the alternative in teaching writing. For the future researcher, the researcher hopes that can use Graphic Organizer with Schoology in different way to develop other skill such as reading skill to make a difference with this study

The Use of Flipped Classroom to Improve Students Writing Skill Using WhatsApp Group Wahyu Restu Indayani; Yudhi Arifani; Ulfatul Ma’rifah
Jetlal Vol 6 No 1 (2022)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v6i1.3827

The rapid advancement of technology has piqued the interest of English Language Teaching (ELT) researchers in investigate the effectiveness of flipped classrooms. The subject of this study is two classes of tenth grade students from SMA Muhammadiyah 10 GKB. A quasi-experimental design was used in both classes to determine the significance of the difference between the flipped classroom via WhatsApp group class and the non-flipped class. In this study, the improvement of students' writing skills during treatments is measured. The experimental group (N=23) was given recount text video material and a task from a WhatsApp group outside of class, while the material was reinforced in class. The control group (N=23) was taught using non-flip teaching, in which learning material is mostly delivered in class and additional exercise is given outside of class. The initial and final tests include a pre- and post-test. The results show that the significance value (2-tailed) was 0.010 (p<0.05). This means that a flipped classroom using a WhatsApp group improves students' writing skills significantly. It is suggested that advanced researchers use another field of study to implement this flipped classroom. The findings of this study will help students improve not only their writing skills, but also their other skills. As for the teacher, the flipped classroom has shown a positive impact on students, providing an opportunity for teachers to implement this model.

Lesson Study for Learning Community to Support Creative Teachers in Designing Quality Learning: Lesson Study Practices on Bawean Island, Gresik Regency Nur Fauziyah; Ulfatul Ma’rifah; Slamet Asari; Churun L. Maknun
Kontribusia : Research Dissemination for Community Development Vol 4 No 2 (2021): Kontribusia (Research Dissemination for Community Development)
Publisher : OJS Universitas Muhammadiyah Gresik

This study aims to describe the implementation of LSLC (Lesson Study for Learning Community) which was carried out on a remote island. The subjects in this study were 29 teachers of MTs (Madrasah Tsanawiyah) and MA (Madrasah Aliyah) Penaber on the island of Bawean Gresik. To find out the impact of LSLC on increasing teacher creativity in developing quality learning tools, an LSLC product analysis was carried out in the form of chapters and lesson designs. Quantitative data from the pre-test and post-test results are also used as a comparison of the impact of increasing teacher understanding of the LSLC principle. Based on this study, it was found that LSLC activities were able to increase teacher creativity in designing quality learning. Learning that focuses on efforts to solve student problems in learning. Learning that emphasizes how learning can grow students' abilities in critical thinking, creative, collaborative and communication. During the implementation of LSLC, it also has an impact on increasing the positive attitude of teachers as well as communication and collaboration skills. The quantitative data analysis also shows that during the implementation of the LSLC there is an influence on the teacher's understanding of the LSLC principles.

English Language Students’ Perception on the Use of Zoom Application toward Their Speaking Performance at University of Muhammadiyah Gresik Alfiyah Rahman; Tri Yuli Ardiyansah; Noviatul Rochmah; Ulfatul Ma’rifah; Khoirul Anwar
Jetlal Vol 6 No 2 (2022)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v6i2.4489

Zoom Application is widely known as one of the most popular video conference applications used in online learning process during COVID-19 outbreak. Zoom application is considered as an interactive learning platform that enables students to interact with each other online. It provides lots of features for online learning that help students improve their speaking skill better. Therefore, this study specifically examined the perception of English students toward zoom application in online learning process. The research design used was a combined quantitative and qualitative to get more detailed information. The data collection used was in the form of questionnaire consisted of aspect of perception and speaking performance aspect. Unstructured interview in focus group discussion was used to support the result from questionnaire. The result showed that students had positive responses on their perception toward the use of Zoom application. Most of the students responded that Zoom application helped them perform speaking activity. The result of interview in focus group discussion also showed reasons that most students chose using Zoom for their speaking performance because it was easy to use and provided useful features for interaction with their teacher and other students. However, the main problem faced by students while using zoom application was internet connection. This gave bad effect for their learning process because they could not catch some of the material explained by the lecturer.

Co-Authors admin admin Afifatu Khoirun Nisa' Alfiyah Rahman Anisa Dwi Fitria Annisatul Fadlilah Betty Indah Cahyaningtias Candra Hadi Asmara Churun L. Maknun Jihan Nawal Aini Khoirul Anwar Moh. Ainun Fitroni Noviatul Rochmah Nur Fauziyah Nurul Masrifah Slamet Asari Tri Yuli Ardiyansah Wahyu Restu Indayani Yudhi Arifani

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