Articles
<![CDATA[A PROPOSED SYLLABUS FOR ENGLISH COURSE FOR STUDENTS OF INDUSTRIAL ENGINEERING, INSTITUT SAINS & TEKNOLOGI AKPRIND, YOGYAKARTA ]]>
<![CDATA[Ambawani, Suprih]]>
<![CDATA[ LearnING Journal Vol 1, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Jambi ]]>
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<![CDATA[This study develops an English syllabus for the Industrial Engineering Department at InstitutSains&TeknologiAkprind, Yogyakarta since there is no appropriate syllabus available. The English syllabus is developed based on the educational research and development (R and D). The model used is adopted from Richards Model on Course Development (2001). The finding shows that a topic-based syllabus is appropriate for English course for students of Industrial Engineering of InstitutSains&Teknologi AKPRIND, Yogyakarta. The syllabus focuses on reading skill. The subjects being discussed are the topics related to the students field of study. The format syllabus consists of following aspects: 1) competence standard, 2) basic competence, 3) indicator, 4) materials, 5) learning activities, 6) assessments, 7) time allotment and 8) sources of the materials. In the implementation of this syllabus, it is recommended that English lecturer should collaborate with the subject specialists to get clear description of the subject being discussed; a discussion on the proposed syllabus attended by the English lecturers also needs to be done to socialize the product.]]>
<![CDATA[Investigating the English language needs of Statistical Department Students of IST AKPRIND Yogyakarta ]]>
<![CDATA[Suprih Ambawani]]>;
<![CDATA[Bernadetta Eko Putranti]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/utic.v2.5745.2019
<![CDATA[The objective of this study was to investigate the English language needs of Statistical Department of IST AKPRIND Yogyakarta. 50 fourth and sixth semester Statistical students, the head of the department, 2 subject specialists and 4 alumni took part in this study. Data collection tools were questionnaire and interviews guide. This study followed qualitative and quantitative method. The findings showed most students studied English for having basic communication skills needed in the workplace. The result also showed speaking and reading skills became the main focus on studying English. Those two skills had a significant effect on their academic performance in content subjects and future jobs. In addition, the most important English language sub skills were listening to lectures, performing academic presentations, reading journal articles, reading textbooks and writing summary. The problems in listening were speakers speak too fast, unfamiliar words and lack of activity using English. Problem with pronunciation was encountered in speaking. Understanding general information of the text and finding specific information were the main problems in reading. The main problems in writing were vocabulary and construct good sentences with correct grammar. The students liked discussion and presentation as teaching and evaluation method. It is hoped those findings would be the basis for designing a suitable course that meet students’ needs.]]>
<![CDATA[PEMANFAATAN DONGENG DI MEDIA YOUTUBE UNTUK MENUMBUHKAN NILAI-NILAI MORAL PADA ANAK ]]>
<![CDATA[Siti Saudah]]>;
<![CDATA[Syafriyudin Syafriyudin]]>;
<![CDATA[Suprih Ambawani]]>;
<![CDATA[Bernadetta Eko Putranti]]>
<![CDATA[ Jurnal PkM Pemberdayaan Masyarakat Vol 3 No 2 (2022): Jurnal PkM Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[LP3K Lampung ]]>
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DOI: 10.56327/jurnalpkm.v3i2.49
<![CDATA[Pendidikan tidak hanya berfungsi sebagai lembaga yang memberdayakan anak dalam pengertian kecerdasan dan keterampilan melainkan program pendidikan juga menyadarkan tentang pentingnya menjaga moralitas dan peningkatan kemampuan pertimbangan rasional dalam pengambilan keputusan. Apabila segala fenomena tentang pentingnya pendidikan tidak terealisasi dengan baik, maka keberhasilan pemperhati pendidikan karakter akan mengalami kegagalan. Dampak yang dinilai sangat mempengaruhi pendidikan anak adalah Lingkungan, keluarga, sekolah maupun masyarakat. Anak dapat dikatakan sebagai investasi masa depan yang perlu dipersiapkan perkembangannya sejak dini. Sel-sel otak anak akan berkembang dengan baik dan optimal jika ada rangsangan yang tepat dan mendukung perkembangannya, Penanaman nilai-nilai moral perlu adanya stimulan yang harus diberikan oleh orang tua kepada anak sejak dini. Hal ini merupakan hal yang harus dilakukan oleh orang tua. Penanaman nilai moral ini dapat dilakukan melalui pendidikan formal non formal dana tau informal dan dapat ditumbuhkan melalui berbagai kegiatan dan pembiasaan. Salah satu kegiatan adalah melalui dongeng di media youtube. yang mempunyai syarat nilai-nilai moral. Adapun alasan penggunaan dongeng di media youtube untuk menanamkan nilai-nilai moral pada anak adalah: (1) cerita atau dongeng yang akan disampaikan dengan menggunakan media youtube dapat dikembangkan dengan mandiri oleh orang tua lebih-lebih di era digital seperti sekarang ini. (2) Youtube merupakan media yang mudah dan menarik (3) dapat dilakukan oleh semua orang tua sesuai dengan cerita dan tokoh yang diinginkan. (4) meningkatkan ketertarikan anak untuk belajar sesuai dengan zamannya terutama belajar nilai-nilai moral. Kegiatan pendampingan ini telah dilaksanakan di Rumah Mengaji Teras Al- Muyamman Malangan UH 7/476, Giwangan Yogyakarta pada tanggal 27 Juli 2018 pukul 09.00-12.00 WIB. Rangkaian kegiatannya yaitu peserta mengikuti materi dengan menyimak dongeng di youtube dengan tema tentang moral dan dilanjutkan asesmen.]]>
<![CDATA[COMMON GRAMMATICAL ERRORS IN STUDENTS’ WRITING (A CASE STUDY OF THE FIRST-YEAR STUDENTS OF IST AKPRIND YOGYAKARTA) ]]>
<![CDATA[suprih Ambawani]]>
<![CDATA[ JUPE : Jurnal Pendidikan Mandala Vol 7, No 4 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jupe.v7i4.4145
<![CDATA[This study is intended to find out and describe grammatical errors made by the first-year students of the Statistics  Department of IST AKPRIND Yogyakarta. This study uses a descriptive qualitative method. The data are taken from 30 students’ writing on free topics. The grammatical found are classified based on the surface strategy taxonomy proposed by Dulay et. al. (1982): they are omission errors, addition errors, misformation errors, and misordering errors. The results of the data analysis showed that there were 558 errors of 206 sentences taken from 30 writing that consist of 44.09% misformation errors, 27.06%, omission errors, 22.35% addition errors, and 4.92% misordering errors. From these findings, it was concluded that grammatical errors were caused by interlingual and intralingual interference. Therefore, teachers are suggested to give more emphasis on the structure of English which is different from Bahasa  Indonesia, and pay more attention to the structure of the language that is considered difficult.ist ]]>
<![CDATA[Pelatihan Pelafalan (Pronunciation) Kosa Kata Bahasa Inggris Dengan Metode Drilling Bagi Siswa Sekolah Dasar ]]>
<![CDATA[Suprih Ambawani]]>;
<![CDATA[Bernadetta Eko Putranti]]>
<![CDATA[ AMMA : Jurnal Pengabdian Masyarakat Vol. 2 No. 11 : Desember (2023): AMMA : Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[CV. Multi Kreasi Media ]]>
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<![CDATA[The purpose of this community service program is to give positive activities to children in Jetisharjo, RT 25/RW 06, Cokrodiningratan, Yogyakarta by teaching them to pronounce English words through the drilling method. The method used in this community service program is a demonstration. This activity is carried out by teaching the children to pronounce English words, phrases, or sentences repeatedly until they can pronounce them correctly. The results of this community service activity show that children's ability to pronounce English vocabulary has increased rapidly using the drilling method. Furthermore, through this community service program, they have more confidence in pronouncing English words and sentences. ]]>
<![CDATA[Pelatihan Penggunaan Komunikasi Efektif Guna Meningkatkan Kepuasan Pelanggan (Pengembangan Jiwa Wirausaha Siswa SMK N I Sambi) ]]>
<![CDATA[Saudah, Siti]]>;
<![CDATA[Putranti, Bernadetta Eko]]>;
<![CDATA[Ambawani, Suprih]]>
<![CDATA[ Jurnal Pengabdian Sosial Vol. 1 No. 9 (2024): Juli ]]>
Publisher : <![CDATA[PT. Amirul Bangun Bangsa ]]>
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DOI: 10.59837/t2aa8e74
<![CDATA[Keterampilan komunikasi efektif sangat penting bagi siswa sebagai bagian dari soft skill dalam berwirausaha, terutama untuk meningkatkan kepuasan pelanggan. Pelaku usaha atau praktisi di bidangnya dapat memberikan edukasi tentang penggunaan komunikasi efektif melalui pelatihan, sehingga mereka dapat memberikan kepuasan baik bagi pelanggan maupun dalam pemasaran. PkM ini bertujuan untuk memberikan pelatihan dalam berkomunikasi secara efektif. Metode yang digunakan: 1. Pemberian pre-test sebelum PkM untuk mengetahui pemahaman peserta tentang komunikasi efektif, 2. Pelaksanaan pelatihan dan pendampingan. 3. Pemberian Post-test pasca PkM untuk mengetahui pemahaman peserta setelah dilakukan pendampingan tentang cara berkomunikasi yang efektif. Hasil PkM menunjukkan bahwa setelah dilakukan pendampingan peserta mampu berkomunikasi dengan efektif dalam memberikan informasi dan berinteraksi kepada pelanggan, yang sebelumnya dilakukan secara apa adanya karena belum mengetahui teknik komunikasi efektif.]]>
<![CDATA[Overcoming barriers to EFL speaking proficiency: A multidimensional analysis of language learning challenges ]]>
<![CDATA[Ambawani, Suprih]]>;
<![CDATA[Astasari, Isani]]>;
<![CDATA[Rukiati, Enik]]>
<![CDATA[ Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January ]]>
Publisher : <![CDATA[Politeknik Negeri Jember ]]>
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DOI: 10.25047/jeapco.v11i1.5769
<![CDATA[This study examines the multidimensional barriers affecting the speaking proficiency of English as a Foreign Language (EFL) learners at AKPRIND University, Indonesia. Using a multiple-case study design, the research investigates psychological, linguistic, and pedagogical factors that hinder students’ communication skills. The study focuses on first-year EFL students from diverse academic programs during the 2024/2025 academic year. Findings reveal that speech anxiety, linguistic deficiencies, and traditional teaching methods significantly impede students’ oral communication. Many learners experience high anxiety levels, triggering psychological defence mechanisms that further restrict their speech fluency. The study shows the need for pedagogical transformation, advocating for neurolinguistic strategies, psychological interventions, and interactive teaching methodologies. Key recommendations include the adoption of student-centred communication models, the use of digital tools, and the creation of an inclusive learning environment. This research contributes to the broader discourse on EFL learning by offering insights into the complex interplay between psychological and pedagogical barriers in language learning.]]>
<![CDATA[THE INFLUENCE OF MULTIMEDIA ON TEACHING SPEAKING TO INTROVERT STUDENTS ]]>
<![CDATA[Eko Putranti, Bernadetta]]>;
<![CDATA[Ambawani, Suprih]]>;
<![CDATA[Saudah, Siti]]>
<![CDATA[ BULLET : Jurnal Multidisiplin Ilmu Vol. 4 No. 3 (2025): BULLET : Jurnal Multidisiplin Ilmu ]]>
Publisher : <![CDATA[CV. Multi Kreasi Media ]]>
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<![CDATA[The purpose of this study was to determine the effect of multimedia on introvert students in developing their speaking skills. This study used experimental research and ex-post facto data to determine the differences in students' speaking abilities before and after treatment. Pretest and Posttest of the study were conducted to analyze the effect of multimedia on speaking activities. Respondents were first-semester students majoring in Geological Engineering and Environmental Engineering at the AKPRIND Yogyakarta Institute of Science & Technology (now: AKPRIND Indonesia University) in the 2023/2024 academic year. The results of the data analysis showed that the Shapiro-Wilk normality test was conducted to assess the distribution of difference scores, resulting in a p-value of 0.0001458 (p <0.05), which indicates that the data were not normally distributed. Based on the results of the p-value, the non-parametric Wilcoxon Signed-Rank Test was used instead of the paired t-test to determine whether there was a statistically significant difference between the two sets of scores. Results of non-parametric analysis in R: Wilcoxon signed-rank test with data continuity correction: dmb$POST and dmb$PRE V = 1016, p-value = 1.16e-08*** Alternative hypothesis: the actual location shift is not equal to 0 The Wilcoxon test results (p = 1.16e-08, or 0.0000000116) show a statistically significant difference between the pre- and post-test scores. This indicates a significant improvement in students' speaking ability, after the multimedia presence intervention.]]>
<![CDATA[Evaluating the effectiveness of Kahoot as a gamified tool for teaching English grammar to university students ]]>
<![CDATA[Samsudin, Asep]]>;
<![CDATA[Ambawani, Suprih]]>
<![CDATA[ Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July ]]>
Publisher : <![CDATA[Politeknik Negeri Jember ]]>
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DOI: 10.25047/jeapco.v11i2.6089
<![CDATA[This study aims to evaluate the effectiveness of using Kahoot as a learning medium for English grammar instruction. With the increasing integration of technology in education, gamified learning platforms like Kahoot have gained popularity for enhancing student engagement and motivation. However, its effectiveness in improving grammar comprehension remains to be thoroughly examined. This research employs a mixed-methods approach, combining quantitative data from pre-test and post-test results with qualitative feedback from student surveys and teacher observations. The participants consisted of secondary school students (or university students, depending on your research sample) who used Kahoot for grammar exercises over a specified period. The findings indicate whether Kahoot significantly improves grammar mastery, student participation, and learning motivation compared to traditional methods. The results also highlight challenges, such as technical issues and varying student proficiency levels, that may affect its implementation. This study provides valuable insights for educators considering Kahoot as a supplementary tool for grammar instruction and suggests recommendations for optimizing its use in the classroom.]]>
<![CDATA[Verbal Abuse Di Media Sosial Sebagai Bentuk Keakraban Sosial ]]>
<![CDATA[Saudah, Siti]]>;
<![CDATA[Ambawani, Suprih]]>;
<![CDATA[Putranti, Bernadetta Eko]]>
<![CDATA[ Jurnal Ilmiah Mandala Education (JIME) Vol 9, No 4 (2023): Jurnal Ilmiah Mandala Education (Oktober) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.58258/jime.v9i4.6066
<![CDATA[Media sosial yang didukung teknologi tinggi memberikan kemudahan dalam berkomunikasi dan bersosialisasi. Bahasa merupakan alat komunikasi verbal, tentunya sangat berkaitan dengan masyarakat sebagai pengguna dalam berkomunikasi dan berinteraksi. Konteks sosial tertentu dari penutur dapat mempengaruhi kaidah bahasa. Pemakaian verbal abuse tidak hanya digunakan pada saat marah atau emosi saja, namun dalam penelitian ini ditemukan sebaliknya yaitu dalam suasana keakraban dan situasi santai. Data penelitian ini diambil dari media sosial khususnya dari media WhatsApp dan twitter. Penelitian ini bertujuan untuk mengetahui bentuk dan fungsi penggunaan verbal abuse dalam berkomunikasi di media sosial. Metode yang digunakan yaitu: deskriptif kualitatif yaitu menginterpretasikan dan mendeskripsikan makna suatu objek dalam penelitian berdasarkan konteksnya.. Hasil penelitian ini adalah sebagai berikut: 1. Verbal abuse sebagai salah satu bentuk keakraban sosial dapat digolongkan menjadi dua yaitu: a) verbal abuse berupa kata-kata; yang terdiri dari verbal abuse pada kategori: nomina (kata benda), adjektif (kata sifat), dan kategori verba (kata kerja). b) verbal abuse bentuk frasa. (kelompok kata)..2. Konteks pemakaian verbal abuse dapat dikelompokkan menjadi tiga situasi: a) situasi bercanda dan santai, b) situasi persahabatan dan keakraban, c) situasi kehangatan. 3. Verbal abuse sebagai bentuk keakraban didasarkan pada tujuan penggunaannya: a) sebagai lelucon dalam persahabatan b) sebagai ekspresi kedekatan dalam suatu hubungan c) sebagai sarana komunikasi efektif.]]>
