Article Per Year (5 Year)
p-Index From 2020 - 2025
2.426
P-Index
This Author published in this journals
All Journal JPSriwijaya ETERNAL(english, teaching, learning, and Research Journal) Proceedings of ISELT FBS Universitas Negeri Padang Jambura Journal of English Teaching and Literature Journal of English Language Teaching and Linguistics TEKNOSASTIK Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Journal of Research on Language Education Journal of English Language Teaching and Learning Journal Social Science And Technology For Community Service Proceedings of the International Conference on Literacy and Education Indonesian Journal of Community Services in Engineering & Education (IJOCSEE)
Fatimah Mulya Sari
Universitas Teknokrat Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 18 Documents
Search

 1   2 
STUDY-FROM-HOME PROGRAM: MOTIVATIONAL BELIEFS OF COLLEGE STUDENTS IN THE ONLINE LEARNING ENVIRONMENT Fatimah Mulya Sari
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A8

Abstract

The new learning program of study-from home amidst the COVID-19 outbreaks urges most all level students to do online learning for their learning process. It attracts a diverse range of students with different learning motivations and prior experiences. This present study is aimed to investigate the students’ motivational beliefs in online learning, in particular focusing on how students’ motivational aspects of persistence values, self-efficacy, and test anxiety for taking online learning courses affect their learning behaviors and employments of motivated learning strategies. Applying a descriptive qualitative, investigation of the motivational beliefs of 186 online learners at the tertiary level, the questionnaire consisting of 34 statements was distributed to all participants. The findings detected that motivated learning strategies covering three substantial aspects of persistence values, self-efficacy, and test anxiety shaped how the students conceptualized the purpose of online learning and affected their perceptions of the learning process.
INDONESIAN EFL STUDENTS’ PERSPECTIVES TOWARDS LEARNING MANAGEMENT SYSTEM SOFTWARE Emiliana Putri; Fatimah Mulya Sari
Journal of English Language Teaching and Learning Vol 1, No 1 (2020): JELTL
Publisher : fsip.teknokrat.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jeltl.v1i1.244

Abstract

The use of strategy takes an important role in language learning. The use of Learning Management System software (LMSs) in the EFL classroom enables the students to get their target language. LMSs has a feature that can enhance communication between student to student and between lecturer and students. This study generally explores students’ perspectives toward the use of LMSs as a language learning strategy. This qualitative research was conducted in Universities in Lampung Province, Indonesia. The subjects were 33 undergraduate students in the English Education study program, Faculty of Arts and Education. The data used were questionnaires and interviews. The findings show that the participants give positive feedback toward their experiences in using LMSs. By using LMSs, admitted that LMSs was given improvement to their speaking, reading, listening, and writing skill. However, some students revealed that there were some technical problems founds when they use LMSs, such as bad gateway connection. Nevertheless, learning a language using LMSs as the strategy helps the students to have self-learning experiences.
UTILIZING NOVEL IN THE READING CLASS TO EXPLORE STUDENTS’ VIEWPOINT OF ITS EFFECTIVENESS Oktaviari Ayu Sasalia; Fatimah Mulya Sari
Journal of English Language Teaching and Learning Vol 1, No 2 (2020): JELTL
Publisher : fsip.teknokrat.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jeltl.v1i2.606

Abstract

The use of novel on reading skills was important as an efficient and effective media. The novel helped students evaluate their reading skills. This research aimed to investigate student’s perceptions of the use of novels on reading skills. This research was a descriptive qualitative type. The subject of this research was English education students whose numbers were adjusted to the needs of the research, 22 students. This study was conducted at Universitas Teknokrat Indonesia, Bandar Lampung. The instrument of data collection used a questionnaire and interview. The data analysis method was descriptive qualitative. The results showed participants had a positive perception toward using interactive instruction with authentic literary texts, such as novels, on their reading ability. Hence, it can be concluded that the use of English novels can be an alternative way to improve their reading skills in the English learning process.
INVESTIGATING ENGLISH TEACHING STRATEGIES TO REDUCE ONLINE TEACHING OBSTACLES IN THE SECONDARY SCHOOL Nina Rosiana Putri; Fatimah Mulya Sari
Journal of English Language Teaching and Learning Vol 2, No 1 (2021): JELTL
Publisher : fsip.teknokrat.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jeltl.v2i1.780

Abstract

The teachers became the key in teaching-learning activities. Teachers had a relation to the students’ success in learning English. So, the English teachers should know the best strategies should be implemented to teach English. It included the strategies to reduce the obstacles that they experienced in online teaching process. This study generally investigated English teaching strategies to reduce online teaching obstacles in teaching English using E-Learning Madrasah Platform at MAN 1 Bandar Lampung. This research was carried out through a case study. The subjects were four English teachers at MAN 1 Bandar Lampung.  The data were obtained from a questionnaire, an interview, and an observation. The data were analyzed through data collection, data reduction, data display, and conclusion. The findings showed that English teachers applied several strategies to reduce online teaching obstacles in teaching English using E-Learning Madrasah Platform. The strategies were applying asynchronous strategy, using an alternative media to support online teaching process, designing lesson plans, material, and online learning activities properly, explaining the materials through video conferences, instructing the students to do the assignments clearly, assessing the students’ works properly, and giving oral and written feedback to the students’ work to make the students were enthusiastic in boosting their learning achievements. In conclusion, all English teachers could reduce the obstacles aligned with each obstacle found.
DISCOURSE STRUCTURE OF LECTURE IN L2 IN THE INDONESIAN TERTIARY CONTEXT Akhyar Rido; Fatimah Mulya Sari; Ria Augie Mayang Suri; Hady Duantoro
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.884 KB)

Abstract

Discourse structure is an important issue in academic spoken discourse in L2 settings. An inability to recognize discourse structure is seen as one of main problems in understanding lecture in L2 as it aids to comprehension. It is therefore imperative to examine how lecturers are helping their students to cope with the lecture and become critical thinking individuals. This study aims at discovering the macro-discourse structure of literature lectures conducted in English in the Indonesian tertiary context. This study was conducted in a private higher learning institution in Lampung province, Indonesia and involved 2 selected literature lecturers. Usinga qualitative research design, observations and video-recordings of prose and drama lectures were carried out for a total of 4 sessions and 8 teaching hours. The findings demonstrate that all lectures were delivered in three phases namely introductory, main, and end parts. The specific episodes used were topic introduction, review, concept introduction and development, discussion, and summarization. Negotiation of meaning also took place during the lectures; in addition, highly interactive lectures were emphasized as both lecturers and students exchanged a large series of open and follow-up questions which indicated that lectures explored critical and logical thinking skills of the students. The results of this study can be used as a platform for lecturers and teachers to organize their literature lecture in a well-structured and an optimally effective way.
PELATIHAN SISWA/I UNTUK MENINGKATKAN KEMAMPUAN TATA BAHASA INGGRIS DASAR MELALUI WEBSITE GRAMMAR Mutiara Ayu; Fatimah Mulya Sari
Journal of Social Sciences and Technology for Community Service (JSSTCS) Vol 3, No 1 (2022): Volume 3, Nomor 1, 2022
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jsstcs.v3i1.1916

Abstract

Membimbing siswa untuk menguasai tata bahasa Inggris sesuai dengan yang mereka butuhkan merupakan tantangan untuk para guru. Terlebih lagi dalam situasi pandemi saat ini pembelajaran dilaksanakan secara daring. Banyak siswa/i masih mengalami kesulitan untuk memahami tata bahasa Inggris dasar. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah memberikan solusi media pembelajaran dan pelatihan kepada siswa/i untuk meningkatkan kemampuan tata bahasa Inggris dasar melalui website grammar. Kegiatan diawali dengan pengumpulan data, pengembangan website grammar dan pelatihan kepada para siswa/i. Teknik yang digunakan dalam mengumpulkan data yang dibutuhkan adalah dengan observasi dan survei analisa kebutuhan siswa/i dalam pembelajaran tata bahasa dasar dipadukan dengan diskusi dan tanya jawab. Kemudian, tim pelaksana mengembangkan website grammar yang dibuat khusus untuk para siswa/i SMA Muhammadiyah Gading Rejo. Lalu, dilanjutkan dengan pelatihan penggunaan website grammar kepada para siswa/i dalam bentuk ceramah, diskusi, dan tanya jawab. Berdasarkan hasil pengabdian masyarakat dapat disimpulkan para siswa/i lebih bersemangat, termotivasi, dan lebih menyukai pelajaran tata bahasa Inggris dasar dengan memanfaatkan website grammar karena mereka dapat mengakses materi menggunakan website grammar dimanapun dan kapanpun karena dapat diakses setiap saat dengan mudah Sehingga, proses pembelajaran dapat dilaksanakan lebih efektif dan efisien.
Exploring English Learners’ Engagement and Their Roles in the Online Language Course Fatimah Mulya Sari
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i3.446

Abstract

In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students’ perceptions of their engagement in the online learning process. It also investigates the prominent learners’ roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners’ roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students’ active engagement in the online course.
Academic Whatsapp Group: Exploring Students’ Experiences in Writing Class Fatimah Mulya Sari; Shely Nasya Putri
TEKNOSASTIK Vol 17, No 2 (2019): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v17i2.324

Abstract

The use of social-networking application such as WhatsApp in learning writing enables students to foster individual learning experiences during the class and after the class. WhatsApp itself has a special feature to create the specific group in order to bound the members and intimate the interaction among lecturer and students relating to the course matters. This current study generally explores the students’ perceptions in experiencing WhatsApp Group Chat in learning writing. This qualitative research was conducted in one of universities in Lampung province, Indonesia. The subjects were 28 second year undergraduate students who enrolled writing course. The data used were questionnaire, interview, and observations. The findings present the multitude of views that most students significantly showed positive result to use WhatsApp Group in their writing class. By experiencing WhatsApp Group Chat in their learning writing, the students admitted that it is user-friendly and easy to use because it can intensify the interaction with the other group members during the class and after the class, be effective in submitting the writing assignment by uploading the file in the group, get the lecturer’s feedback directly after submitting the writing assignment, and freely ask and share the writing materials. However, some students also revealed that there were some technical problems found when they used the WhatsApp Group Chat such as abundant chats, poor signal, and junks notification. Nevertheless, learning writing through these cross-platform instant messaging might broaden the student’s self-learning experiences.Keywords: Students’ experience, WhatsApp Group, writing class
Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context Fatimah Mulya Sari; Achmad Yudi Wahyudin
TEKNOSASTIK Vol 17, No 1 (2019): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v17i1.204

Abstract

The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students’ responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students’ responses and students’ attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.
Patterns of Teaching-Learning Interaction in the EFL Classroom Fatimah Mulya Sari
TEKNOSASTIK Vol 16, No 2 (2018): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v16i2.139

Abstract

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.
Co-Authors Achmad Yudi Wahyudin Akhyar Rido Emiliana Putri Gulö, Ingatan Hady Duantoro Khalidyan Nugrahadi Putra Lulud Oktaviani Mia Refsi Choirunnisa Muhaqiqin muhaqiqin Mutiara Ayu Nina Rosiana Putri Oktaviari Ayu Sasalia Ria Augie Mayang Suri Shely Nasya Putri Siti To'ifah Triadila Safitri