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All Journal Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Journal of Foreign Language Teaching and Learning Metathesis: Journal of English Language, Literature, and Teaching Linguistics and Elt Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Darmabakti Cendekia: Journal of Community Service and Engagements
Triubaida Maya Ardianti, Triubaida Maya
English Diploma Program, Faculty Of Vocational Education, Universitas Airlangga, Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Physics Public Health Social Sciences

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STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): Lembaran Ilmu Kependidikan: September 2015
Publisher : Universitas Negeri Semarang

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

Abstract

Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7850

Abstract

The present study was a part of a larger research. It aimed at investigating the dynamics of the students’ participation in learning argumentative writing through writing workshop. The present study took place in a natural science class consisting of 32 eleventh graders for 6 weeks. I employed questionnaire and observation to gather data, and collected the students’ works to strengthen the data analysis. The data yielded a result that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. In this circumstance, the students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peers. Consequently, they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6670

Abstract

Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7850

Abstract

The present study was a part of a larger research. It aimed at investigating the dynamics of the students’ participation in learning argumentative writing through writing workshop. The present study took place in a natural science class consisting of 32 eleventh graders for 6 weeks. I employed questionnaire and observation to gather data, and collected the students’ works to strengthen the data analysis. The data yielded a result that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. In this circumstance, the students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peers. Consequently, they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
THE ROLE OF TEACHER AND PEER IN HELPING THE STUDENTS ORALLY PARTICIPATE IN AN EFL CLASSROOM Ardianti, Triubaida Maya
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2222

Abstract

The purpose of the study is to discover the role of teacher and peer in helping the students orally participate in an EFL classroom. I applied a three-month qualitative case study on 24 first-year university students. I employed observation, open-ended questionnaire, and in-depth interview to collect data. Further, I applied inductive analysis to decode the data. The results of the study revealed that first, the teacher played an important role to help the students orally participate in both class and group discussions through the inquiries provided during the class discussion, and feedbacks given after the group discussions. Second, results of the study indicated that peers also significantly contributed to motivating the lower-achieving students to improve their oral participation,particularly in group discussions. In this circumstance, the data revealed that the students showed learning enthusiasm which helped creating a positive learning athmosphere in which this positive learning athmosphere can be perceived when they motivated one another through feedbacksgiven to solve their difficulties finding appropriate English terms and pronounciation, arranging their sentence structure, and developing their ideas. In addition, the students motivated one another through fun activities such as talking about movie quotes, and words of encouragement. In short, both teacher and peer helped encouraging the students to orally participate in both class and group discussions.
The Role of Dynamic Assessment in EFL Writing Class Lutfi Ashar Mauludin; Triubaida Maya Ardianti
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.468

Abstract

Several studies in some countries have mentioned the effectiveness of Dynamic Assessment (DA) in improving the students’ writing skills in English as a Foreign Languge (EFL) context. This study investigates the role of DA in improving students’ writing skill in Indonesian setting. The study used a quasi-experimental method in a public university in Indonesia. The participants were 30 English Diploma Students in their second year. The students were divided into control and experimental group. The experimental group received the treatment using DA approach, meanwhile the control received traditional method. The data were gathered through pretest and posttest. The data then were tabulated using SPSS. The descriptive analysis was conducted to find out its signficance. The result shows that DA has significant role in improving the students’ writing skill. Keywords: Dynamic Assessment, Writing Skills, EFL
Students’ Responses on the Application of Authentic Assessment in EFL Reading Class Triubaida Maya Ardianti; Lutfi Ashar Mauludin
Metathesis: Journal of English Language, Literature, and Teaching Vol 1, No 2 (2017): METATHESIS
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v1i2.470

Abstract

Reading offers a combination of challenges for EFL students. In this case, they meet layered difficulties from language barriers to lack of exposure to critically interpret the reading materials. Being aware of this circumstance, the present study attempts to examine the students’ responses in an EFL reading class where authentic assessment is being implemented to help them learn to read in English. In particular, this study is conducted to discover the students’ responses if the instructional framework could accommodate their needs in learning to read in L2. Further, a qualitative case study is applied, and data are collected from questionnaire and 16 meeting field-observation. Results of the study indicate that the students gradually respond positively to the application of authentic assessment. They reveal that authentic assessment (1) motivates them have a reading routine, so that they can find a lot more vocabulary and get used to English discourse, (2) trains them to demonstrate their reading comprehension in more constructive ways such as writing reviews, presentations, and discussions, and (3) helps them assess their own reading performance. In sum, the students admit that authentic assessment helps most of thethem enjoy reading throughout a series of social practices, in this case, the application of authentic assessment components including portfolios, performance assessment, and self-assessment.Keywords: students’ responses, authentic assessment, EFL reading
Expert Validation and Students’ Initial Field Trial Responses toward M-Write Academic Essay Writing Application Wahyu Kyestiati Sumarno; Dwi Wahyuningtyas; Triubaida Maya Ardianti; Adinda Aulia Rahmawati; Putri Dian Shafira; Nur Imro’atus Solikha
Metathesis: Journal of English Language, Literature, and Teaching Vol 5, No 2 (2021): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v5i2.4375

Abstract

Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6670

Abstract

Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
ENGLISH-FOR-TOURISM TRAINING TO IMPROVE THE ENGLISH CAPABILITY OF TOURISM WORKERS AND BUSINESS OWNERS IN THE DEPARTMENT OF TOURISM, CULTURE, YOUTH, AND SPORTS OF BLITARREGENCY: PELATIHAN ENGLISH FOR TOURISM UNTUK MENINGKATKAN KEMAMPUANBAHASA INGGRIS PARA PENGELOLA DESTINASI DAN USAHA WISATA DI DINAS PARIWISATA, KEBUDAYAAN, PEMUDA, DAN OLAHRAGA KABUPATEN BLITAR Sidarta Prassetyo; Triubaida Maya Ardianti; Lutfi Ashar Mauludin; Annysa Endriastuti; Celya Intan Kharisma Putri
Darmabakti Cendekia: Journal of Community Service and Engagements Vol. 5 No. 1 (2023): JUNE 2023
Publisher : Faculty of Vocational Studies, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/dc.V5.I1.2023.46-54

Abstract

English plays a vital role in the tourism field since it supports tourism workers and business owners to provide excellent services. Numerous tourism destinations in Indonesia including the ones in Blitar Regency have become the center of attention for foreign tourists. Located in Blitar, East Java, Kampung Coklat and Karanganyar Coffee Plantation have also been continuously preparing their workers and business owners to provide efficient services for both domestic and foreign visitors. In accordance with providing excellent services to foreign tourists, tourism workers and business owners are expected to have good English mastery. Objectives: This community service aims to provide a support for the tourism workers and business owners under the supervision of the Department of Tourism, Culture, Youth, and Sports and the Department of Tourism Promotion of Blitar Regency in terms of improving their English mastery, especially their communication skills in English. Methods: The activity was carried out in three stages, namely two material sessions, speaking activities, and feedback. Results: This activity gave the participants an opportunity to practice serving a customer in English. Even though it was quite challenging for some of the participants, they felt encouraged to actively participate in the speaking activities and get familiar with expressions used in tourism and hospitality services. Conclusion: The supervision and training sessions in speaking English was very enlightening for the participants to improve their English mastery in tourism services. It needs a continuation to provide greater impact to the targeted participants.
Co-Authors Bharati, Dwi Anggani L. Celya Intan Kharisma Putri Dwi Anggani L. Bharati, Dwi Anggani L. Dwi Rukmini Dwi Wahyuningtyas Endriastuti, Annysa Intan Kharisma Putri, Celya Lutfi Ashar Mauludin, Lutfi Ashar Maurisia Putri Permatasari Nur Imro’atus Solikha Prassetyo, Sidarta Putri Dian Shafira Sidarta Prassetyo Syamsul Arifin Wahyu Kyestiati Sumarno, Wahyu Kyestiati Wasito Kirana, Angkita