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The Use of Positive Language on ELT to Promote Students’ Writing Competence Amrina Rosyada; Zumrotul Muniroh
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Teachers’ language is one of the important aspects that contributes on students’ competence in any levels. It promotes students’ engagement in the learning process and also effects students’ output of their learning. It doesn’t prevail only on kindergarten students or primary students, but also on higher level such as college or university level. This research is aimed at determining the use of positive language to promote students’ writing competence in university level. The focus of the research is on writing competence where students face terribly writing difficulties. Engaged by the 3rd semester of 41 students of Basic Writing class in English Education Program, the research was measured statistically in a correlational analysis. Findings show that there is a significant correlation between the use of positive language and the result of the students’ writing competence. Most students show that they need positive language applied in their classrooms, so that they would fully participate in the learning process. Further, the students can reach their best results of their learning and gain their highest competence. Instead of vanish, language as a powerful teaching tool would be demanded by all levels of students for centuries.

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18374

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

Parenting Formula sebagai Solusi Pendampingan Belajar Dari Rumah di Masa Pandemi Amrina Rosyada; Agustina Ramadhianti
SENADA : Semangat Nasional Dalam Mengabdi Vol. 1 No. 3 (2021): SENADA: Semangat Nasional Dalam Mengabdi
Publisher : Politeknik Bina Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56881/senada.v1i3.56

Wabah COVID-19 yang melanda hampir di seluruh negara di dunia telah memaksa pemerintah Indonesia untuk mengambil kebijakan memberlakukan proses pembelajaran secara daring atau sering disebut dengan istilah Pembelajaran Dari Rumah (BDR). Pada tingkat SD sampai dengan SMP, orang tua dituntut untuk berperan aktif dalam mendampingi anak yang berarti orang tua berperan sebagai guru di rumah. Dalam kenyataannya, BDR ini telah menimbulkan berbagai dampak bagi kehidupan keluarga. Salah satu dampak yang perlu untuk diperhatikan adalah dampak psikis pada orang tua dan anak yang sering kali muncul dalam bentuk rasa stres. Bila dibiarkan, rasa stres ini dapat menimbulkan konflik dan permasalahan lainnya yang tentunya akan berakibat fatal dalam proses pendidikan di dalam keluarga. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini dilakukan untuk memberikan solusi berupa parenting formula kepada orang tua dalam mendampingi anak-anak belajar di rumah secara optimal sehingga terhindar dari rasa stres. Kegiatan ini melibatkan 160 peserta ibu yang memiliki anak usia SD dan SMP di lingkungan Majelis Taklim Baitul Hasan yang berada di bawah naungan Yayasan Baitul Hasan Jagakarsa. Kegiatan dilakukan dalam bentuk diskusi dan talk show secara daring dalam 3 siklus pertemuan. Rangkaian kegiatan meliputi observasi, persiapan, pelaksanaan, dokumentasi, analisis dan pelaporan. Hasil kegiatan ini kemudian disusun dalam bentuk e-poster yang didistribusikan kepada seluruh peserta secara virtual. Dengan kegiatan tersebut para peserta dapat mengetahui dan memahami langkah-langkah yang diperlukan dalam mendampingi anak belajar di rumah. Para ibu juga menyadari bahwa BDR sejatinya menjadi satu proses mengembalikan peran ibu sebagai pendidik utama bagi anak-anak.

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