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All Journal Ahmad Dahlan Journal of English Studies JELLT (Journal of English Language and Language Teaching) Resona : Jurnal Ilmiah Pengabdian Masyarakat Journal of English Language and Pedagogy
Anita Wijayanti
Universitas AMIKOM Purwokerto
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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 1 
AN EVALUATION STUDY OF BILINGUAL PROGRAM IN FAWWAZ GLOBAL ISLAMIC SCHOOL YOGYAKARTA Anita Wijayanti; Rizki Lestari; Yuyun Yulia
JELLT (Journal of English Language and Language Teaching) Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.729 KB) | DOI: 10.36597/jellt.v2i1.2704

Abstract

The aim of this study is to describe the implementation of Bilingual Program in Fawwaz Global Islamic School Yogyakarta. It is an evaluative study implementing Context, Input, Process, and Product (CIPP) model. This research focuses on describing the implementation of bilingual education in terms of context, input, process, and product components. The subjects of this study were the English teachers, principal, and the students of Fawwaz Global Islamic School Yogyakarta during the academic year of 2016/2017. The discussion of the study is divided into four sections concerning with context, input, process and product respectively. In terms of context, this school becomes a bilingual school when it becomes a national plus school, in which one of the requirements is being able to conduct a bilingual program. For the input, the school already uses KTSP and centra system method. The school employs the entrance system using TPA and psychology test. An evaluation on the process reveals the teaching and learning processes already implement a bilingual program, but still have lots of weaknesses. In terms of product, all of the students in Fawwaz Global Islamic School Yogyakarta are able to speak English. The conclusion is this program is still open to improvement on the factor of teacher’s English capability which should be refined.
IDENTIFYING AND OVERCOMING SOME FATIGUE-CAUSING FACTORS EXISTING IN ONLINE READING CLASS OF AMIKOM PURWOKERTO PSDKU YOGYAKARTA DURING COVID-19 QUARANTINE Anita Wijayanti; Yeremia Andi Irawan; Yohanes Bambang Gunawan
JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i2.11424

Abstract

Abstract COVID-19 forced AMIKOM Purwokerto to convert its traditional classes to online learning. During this online learning, problems have started to unravel, and one of them is fatigue, which was confirmatively experienced by 55% students of Reading IV. This study, utilizing a quantitative research method, intended to find the causes of the fatigue and design practicable solutions. Through observations, group interview, and literature reviews, some main factors that caused fatigue were revealed: Zoom fatigue; tasks which were too difficult and numerous; presentation of materials which did not properly comply with the students’ online conditions and unfamiliarity to Google Classroom; eye fatigue (digital eye strain), bad postures during learning, lockdown fatigue, and frustration over signal and internet problems. To overcome the fatigue, the researchers reduced the time for video conferences and created asynchronous short videos for learning, selectively adjusted tasks in terms of number and difficulty, simplified presentations of materials and helped the students to become more familiar with Google Classroom, and addressed the problems from eye strain, bad postures, and lockdown fatigue in the reading materials so the students could solve those problems based on the texts given or find a more viable solution. Those solutions reduced the number of drained students to only 25% and in addition 60% students claimed that the modifications brought a positive impact on their learning. Keywords: fatigue, distance learning, COVID-19, Zoom fatigue
Pembelajaran Bahasa Inggris Dengan Bantuan Media Video Pendek Youtube Anita Wijayanti; Yohanes Bambang Gunawan
RESONA : Jurnal Ilmiah Pengabdian Masyarakat Vol 5, No 1 (2021)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhammadiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/resona.v5i1.637

Abstract

ABSTRAKPara pakar pendidikan sudah sejak tahun 1930an telah menggunakan media video untuk mengajar bahasa. Keberadaan YouTube, sebuah situs berbagi video, merevolusi cara orang menonton video. Orang hanya perlu sambungan internet yang baik untuk dapat menonton video yang ada di YouTube. Peneliti percaya bahwa kemudahan yang ditawarkan YouTube ini dapat membantu pembelajaran kosakata Bahasa Inggris siswa kelas lima SD Bakalan Bantul, Yogyakarta. Peneliti memutuskan untuk bekerjasama dengan guru Bahasa Inggris para siswa dan mengadakan penelitian untuk melihat apakah para siswa mampu menunjukkan performa yang lebih baik bila mereka belajar menggunakan media video YouTube. Video YouTube yang digunakan merupakan video buatan salah seorang peneliti berdasarkan tema yang akan dipelajari siswa. Penelitian diadakan dalam empat sesi. Di setiap sesi, para siswa akan mendapat tautan ke video YouTube sesuai tema yang akan dipelajari di sesi itu. Para siswa dapat berkomunikasi dengan peneliti melalui grup Whatsapp khusus bila para siswa ingin bertanya. Sebuah tautan ke sebuah dokumen Google Form juga akan dibagikan untuk mengevaluasi pemahaman kosakata siswa. Evaluasi menunjukkan bahwa sebagian besar siswa memperoleh nilai baik, sehingga terbukti bahwa belajar kosakata menggunakan video pendek YouTube bermanfaat bagi siswa selama instruksinya disiapkan dengan baik. ABSTRACTVideo has long been used by educational experts to teach language since 1930s. The emergence of YouTube has revolutionized the way of watching videos. People need only decent internet connection to watch a video hosted on YouTube. The two researchers believed that such easiness could facilitate English vocabulary learning for students of the fifth grade of SD Bakalan Bantul, Yogyakarta. Collaborating with the students’ English teachers, the researchers conducted a research to see whether the students would perform better if they were exposed to YouTube media. The videos were created by one of the researchers based on the themes the students were going to learn and uploaded to YouTube. The research was performed in four sessions. The students were given a link to a short YouTube video every session based on the theme discussed during the session. Students could contact the researchers via a certain Whatsapp group if they had questions. A link to a Google Forms document would be distributed to evaluate the students’ vocabulary mastery. The evaluation showed that most students scored well, proving that learning vocabulary using short YouTube videos was beneficial as long as instructions were well-prepared.
Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class Anita Wijayanti; Yohanes Bambang Gunawan
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.8687

Abstract

This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.
Students’ Perceptions towards The Utilization Of “Whatsapp” for Vocabulary Teaching and Learning Anita Wijayanti; Yohanes Bambang Gunawan
Ahmad Dahlan Journal of English Studies Vol 5, No 2 (2018): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.381 KB) | DOI: 10.26555/adjes.v5i2.10462

Abstract

Society has enjoyed the ease of communication afforded by “Whatsapp”, a popular freeware and cross-platform communication application. “Whatsapp”’s popularity has invited educators to experiment with it in various ways to shore up education. This study was conducted to describe students’ perceptions on the use of “Whatsapp” for teaching and learning vocabulary. A vocabulary virtual class in the form of a “Whatsapp” group where students needed to enroll was created for that purpose. This virtual class exempted the students from physically attending the physical class as it enabled students to remotely attend the class. Teaching and learning methods of vocabulary in the virtual class included using pictures, translation, and sentence construction. At the end of the class, the students were to inform the researchers about their perceptions of the virtual class. This study used a descriptive qualitative method. Data was collected through a paper-based questionnaire, which was distributed to all students in a face-to-face class, a session taking place two days prior to the research. The virtual vocabulary class that the researchers administered overall received positive feedbacks from the learners. However, teaching and learning vocabulary using “Whatsapp” also had its own drawback.
Co-Authors Rizki Lestari Yeremia Andi Irawan Yohanes Bambang Gunawan Yohanes Bambang Gunawan Yohanes Bambang Gunawan Yuyun Yulia