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All Journal Journal of English Literacy Education JELLT (Journal of English Language and Language Teaching) Performance BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN BABASAL English Education Journal INSANIA : Jurnal Pemikiran Alternatif Kependidikan Tarling : Journal of Language Education JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Indonesia Sosial Teknologi Educalitra: English Education, Linguistics, and Literature Journal ADJES (Ahmad Dahlan Journal of English Studies)
Khairunnisa Dwinalida
IAIN Purwokerto
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring a Good Language Learner’s Motivation Khairunnisa Dwinalida
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 7 No. 1 (2021): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v7i1.974

Abstract

Regarding the success in EFL learning, most of learners in the Indonesian context are still considered as unsuccessful and tend to be low motived. In related to this problem this study is aimed at finding out how motivation in EFL learning come out from a good learner and at reveal the aspects that can drive motivation from a good learner. A case study on an individual student was used in this study. The participant was purposefully and theoretically selected because she was considered as the best learner in the site. Student’s interview and classroom observation were used as the data collecting techniques. Iterative data collection and analysis using the concept of grounded theory were conducted continuously till theoretical pattern of concepts and categories were achieved. The findings of this research stated that the external factors were found more than the internal factors. It is concluded, then, external factors are dominating the source of the participant’s motivation. These findings suggest that teachers are expected to take the factors influencing motivation as stated in the findings as the consideration in improving students’ motivation in EFL learning. Keywords: motivation, good language learners
TEACHING LISTENING COMPREHENSION THROUGH PICTURE DICTATION TO THE TENTH GRADE STUDENTS OF SMA ISLAM AZ ZAHRA PALEMBANG Khairunnisa Dwinalida; Zainal Abidin Naning; Hariswan Putra Jaya
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 1, No 1 (2014): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v1i1.2065

Abstract

Abstract: This article reports the results of the study that was aimed to answer whether or not using picture dictation can improve the listening comprehension of the tenth grade students of SMA Islam Az-Zahra Palembang.The population of this study was the tenth grade students of SMA Islam Az-Zahra Palembang, in academic year 2013-2014 (N=52). The sample was selected by using total sampling. To collect the data, a picture dictation test witha multiple choice form (N of test item = 35). Paired sample and independent t-test were applied to analyze the data.The results of the paired sample t-test showed that there was significant difference in listening comprehension before and after the treatment in experimental. The results of independent sample t-test showed that there was improvement in listening comprehension achievement of the students who were taught through picture dictation. Key words: Listening comprehension, Picture Dictation, tenth graders
The Correlation between Learners’ Motivation and Language Learning Strategies in EFL Context Khairunnisa Dwinalida; Sholeh Setiaji
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 1 No. 1 (2020)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.872 KB)

Abstract

This study investigated the correlation between students’ motivation and learning strategies of the students of a Polytechnic in Palembang. 31 students were selected as the sample to find out their motivation and their language learning strategies. Two sets of questionnaires, a set of motivational questionnaires which consist of 18 items, and strategies of language learning questionnaire, which consist of 14 items, were used in this study to see the correlation between the two variables. Correlation coefficient and descriptive analysis were used in analyzing data by using Pearson product moment. The result shows a positive correlation. To improve students’ motivation in learning the target language, teachers may provide learning materials, strategies, or teaching methods which are suitable for facilitating learners’ learning.
Planning an ESP Course Design in SMK Context Teachers’ Roles and Problems Khairunnisa Dwinalida; Sholeh Setiaji
Tarling : Journal of Language Education Vol. 6 No. 2 (2022): Desember 2022
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v6i2.7252

Abstract

ESP or English for Specific Purposes is distinctive in that it considers students' learning needs because ESP equips students with the necessary skills to compete in the workplace. In other words, based on the student's major, the teacher must tailor English instruction to be fit for employment. How the teachers preparing English lessons for vocational students have not been fully disclosed in prior study, despite some of the issues teachers confront when teaching English at vocational schools. Therefore, the purpose of this study is to analyze the teachers’ roles and also problems in planning the instructions for their students. In answering the released research questions, qualitative research using the interview method and also an open-ended questionnaire were conducted on 3 English teachers from 3 different SMKs with different majors. These three English teachers have a combined teaching experience of almost exactly ten years. Online interviews and questionnaires with questions about learning preparation based on the Dudley-Evans hypothesis were completed via phone and email. The results of the surveys and interviews were then examined by classifying the data according to theory. The study's findings reveal that these teachers encounter similar challenges when putting together course plans that are appropriate for their students' majors, selecting subject matter that is relevant to their line of work, and selecting learning resources that will enable them to help their students meet set learning objectives.
Students’ Motivation and English Learning Achievement in Senior High School Students Dwinalida, Khairunnisa; Setiaji, Sholeh
Educalitra: English Education, Linguistics, and Literature Journal Vol. 1 No. 1 (2022)
Publisher : English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.406 KB) | DOI: 10.5281/zenodo.12795630

Abstract

This study aims at investigating the relationship between students’ motivation and their English learning achievement of the tenth grade students of a Senior High School. 100 students were randomly chosen as the sample to evaluate and determine the students’ motivation and their English learning achievement. A set of questionnaire consisting of 18 items was used in this study to see the correlation between the two variables. Pearson correlation and descriptive analysis were used in analyzing data by using SPSS version 22.0. Pearson correlation shows an average level of correlation between motivation and English learning achievement. The finding shows that there was a significant relationship between students’ motivation and their English learning achievement. The findings could be useful for researchers and teachers in improving students’ achievement by conducting effective teaching and learning strategies to develop students’ motivation.
Students’ Perception on Jigsaw Strategy in English Teaching and Learning Activities Habiburrahman, Muhammad; Dwinalida, Khairunnisa
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1058

Abstract

Jigsaw is a simple cooperative teaching strategy that can make students interested in learning activities. This study investigated tenth-grade students' perceptions of the jigsaw strategy as a teaching and learning approach at MA Al Hikmah 1 Brebes. Mixed method which including both quantitative and qualitative design were applied in this current research. Quantitative data were collected through questionnaires administered to 75 students, followed by qualitative data through interviews. Findings revealed that students generally held positive views of the jigsaw strategy, perceiving it as an effective tool for improving comprehension, fostering collaboration, and enhancing active learning. However, challenges related to implementation, such as time constraints and teacher preparation, were identified. The conclusion of this study is that the Jigsaw strategy can be an effective alternative to improve student motivation and learning outcomes in learning English.
The Implementatation of Curriculum based on CEFR in English Teaching Linda Astrianingsih; Dwinalida, Khairunnisa
Tarling : Journal of Language Education Vol. 8 No. 1 (2024): Juni 2024
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v8i1.10621

Abstract

The research aimed to observe and describe the implementation of The Curriculum based on CEFR (Common European Framework for Languages) for English teaching conducted by English teachers in SD Al-Irsyad Al Islamiyyah 01 Purwokerto. A case study based on the qualitative method was chosen as the research design. The instruments for collecting data were interviews, observation and documentation. All the data were analyzed based on a qualitative approach, including data reduction, display data, conclusion drawing and verification. The result of the research shows the activity of English teaching implemented utterly appropriate to the principle of The Common European Framework of Reference for Languages (CEFR), such as comprehensive, transparent, coherent, supportive of lifelong learning, multidimensional, action-oriented, and supportive of student autonomy. Otherwise, some challenges that faced English teachers, such as time allotment, teaching media, using authentic material for listening activities, teaching grammar and intercultural competence. Therefore, the practice of this implementation needs more improvement to achieve the objective of the curriculum.
Teacher’s Problems in Teaching English with a Level of Common European Framework of Reference for Students with Special Need (A Case Study in Inclusive School at SMP Al Irsyad Al Islamiyyah Purwokerto) Rahayu Adinda Sahra; Khairunnisa Dwinalida
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.747

Abstract

The purpose of this study was to find out the teacher’s problems in teaching English to students with special needs in the inclusive school of SMP Al Irsyad Al Islamiyyah Purwokerto. This research used qualitative methods with descriptive analysis techniques. The subject of the research was an English teacher who teaches students with special needs in ninth grades of SMP Al Irsyad Al Islamiyyah Purwokerto. This research was carried out using interviews, observation, and documentation as methodological triangulation to prove the reliability of the data. The data were analyzed by data reduction, data display, drawing conclusions, and data verification. The results indicated that teacher’s problems were caused by internal and external factors, including : 1) internal factors coming from the teacher herself consisting of time constraints and lack of teacher competence; 2) external factors come from several causes, including : a) problems from students consist of difficulties in the learning process, students' characteristics, students' academic performance, and difficulties interaction between students on a social level; b) problems from school management consist of a limited number of aide teachers and curriculum; c) problems from family environment consist of lack of parents’ attention.
TEACHERS’ AND STUDENTS’ PERCEPTIONS ON AN ENGLISH COURSEBOOK USED IN EFL CLASSROOM Dwinalida, Khairunnisa
BABASAL English Education Journal Vol. 4 No. 1 (2023)
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/beej.v4i1.2417

Abstract

Notwithstanding the importance of a coursebook in the teaching-learning process, there are certain preliminary issues with the official English coursebooks offered in line with the implementation of the 2013 curriculum. Investigating some perceptions of the coursebooks from the perspectives of students and teachers is vital in light of that issue. The participants in the study were two teachers and 14 students. Frequency analysis and interview analysis were used to evaluate the quantitative data that was gathered from the students using closed-ended questionnaires and the qualitative data that was gathered from the teachers using open-ended questionnaires. The students' favorable opinions may not come as much of a surprise, but the teachers' harsh judgments are surprising discoveries. The inference is that teachers have different perceptions than do students. Different opinions among teachers and students may contribute to discussions on how to make the most of it, suggest desirable changes in teaching methods, and call for government adjustment. Similar to this, it is recommended that teachers might be inspired to encourage students to use the book to enhance in their English language learning if they have positive opinions about it. 
Does CEFR (Common European Framework of Reference) fit the expectation: Voices from the classroom Dwinalida, Khairunnisa; Muflihah; Maulia, Bunga Putri
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 2 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i2.11027

Abstract

The CEFR, known globally as a key framework for structuring English language curricula, has been adopted in many educational systems worldwide. However, despite its widespread recognition, its practical application within Indonesian universities has not gained the same level of traction, remaining relatively limited compared to other regions. This difference has attracted scholarly interest, leading to research exploring the framework's applicability and potential adaptation. The research investigated how students view the fit between the framework and their expectations of the competencies of English teacher training graduates. To gather numerical data on students’ perceptions, a targeted sample of 94 participants completed a questionnaire developed based on C1-level CEFR descriptors. Complementing the quantitative data, semi-structured interviews were conducted with a subset of respondents to gather richer qualitative insights into their perceptions. Analysis of the quantitative data, including calculating the average score, showed a generally positive student perception of CEFR, with an average score of 3.78. Qualitative analysis of the interview data identified four key reasons for student agreement with the CEFR descriptors: alignment with job requirements, usefulness as communication tools, the reflection of the community expectations, and potential to support their learning. The findings imply that the stakeholders must specify the curriculum framework in which CEFR adoption can be an option. Based on these findings, it is implied that stakeholders responsible for curriculum development should specify a clearly defined framework within which CEFR adoption can be effectively implemented.
Co-Authors Hariswan Putra Jaya Indriyani, Nina Linda Astrianingsih Maamor, Selamah Maulia, Bunga Putri Muflihah Muhammad Habiburrahman, Muhammad Nawari, Imamudin Zaka Rahayu Adinda Sahra Setiaji, Sholeh Sholeh Setiaji Sholeh Setiaji Sulasih Sulasih Wahyuningtyas, Ida Puspitarini Zainal Abidin Naning