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WEB 2.0 MEDIATED COLLABORATIVE WRITING IN EFL CONTEXT: SURVEY OF EMPIRICAL RESEARCH Yaniafari, Rahmati Putri
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

The existence of Web 2.0 technology which allows all users to meet, read, and write online provides room for innovations in teaching and learning method. Online collaborative writing tools, a type of the social networking web 2.0, has been increasingly integrated into English language teaching and learning. A number of researches have been conducted to examine the use of this online collaborative writing.

STUDENTSâ€™ WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY Rihardini, Ajeng Ayu; Yaniafari, Rahmati Putri; Mukminatien, Nur
Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol 8, No 1 (2021): Vol.8 No.1 Bulan Maret 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/parama.v8n1.p60-74

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is studentsâ€™ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate studentsâ€™ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the studentsâ€™ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

A study on factors contributing to students’ English pronunciation Cholisah, Nur; Tresnadewi, Sintha; Yaniafari, Rahmati Putri
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i3.49867

One of the most important things in learning English as a second language is pronunciation. Having good pronunciation can lead to a successful Speech communication. However, many students find it difficult in learning pronunciation. Many studies have already been conducted to dig in the difficulties and try to overcome the issue. In fact, there are still many students who have good pronunciation, yet not many researchers have conducted studies on how to dig in the factors contributing to it. This study aims at finding the factors that may contribute to the students’ good English pronunciation by applying a descriptive qualitative research design. Some instruments were used in collecting the data such as a pronunciation test, an observation checklist, a field note, and an interview guide. This study found that there were four big factors that contributed to the students’ English pronunciation: education, exposure, environment, and motivation. Each factor has made a powerful contribution to the subjects’ English pronunciation such as applying a reflective practice method, providing a lot of input about English, providing supportive family and friend, and providing a strong motivation to reach something. This study suggests that future researcher might use the pronunciation test with categorization of words in it.

STUDENTS WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY Rihardini, Ajeng Ayu; Yaniafari, Rahmati Putri; Mukminatien, Nur
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 8 No. 1 (2021): Vol.8 No.1 Bulan Maret 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v8n1.p75-94

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

WEB 2.0 MEDIATED COLLABORATIVE WRITING IN EFL CONTEXT: SURVEY OF EMPIRICAL RESEARCH Rahmati Putri Yaniafari
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i1.2249

The existence of Web 2.0 technology which allows all users to meet, read, and write online provides room for innovations in teaching and learning method. Online collaborative writing tools, a type of the social networking web 2.0, has been increasingly integrated into English language teaching and learning. A number of researches have been conducted to examine the use of this online collaborative writing.

Face-To-Face Or Online Speaking Practice: A Comparison of Students’ Foreign Language Classroom Anxiety Level Rahmati Putri Yaniafari; Ajeng Ayu Rihardini
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations. Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn. This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners' level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies, this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).

Dukungan Psikososial Bagi Penyintas Bencana Pasca Erupsi Gunung Semeru Neni Wahyuningtyas; Khofifatu Rohmah Adi; Rahmati Putri Yaniafari; Mochammad Sa'id; M. Gebryna Rizki
Jurnal Pemberdayaan Masyarakat Vol 7 No 2 (2022): November
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v7i2.7553

The eruption of Mount Semeru did not only have a physical impact. Victims can experience serious long-term psychological effects and affect their psychological well-being. The psychological impact that is allowed to continue will be permanent and disrupt the survival of disaster survivors. Therefore, psychosocial support is carried out to support the psychological recovery of the survivors of the Mount Semeru eruption. Methods of self-motivation and play therapy are used to achieve these goals. The stages of implementing this activity include preparation, program implementation, and evaluation. The preparation phase of the team conducts a needs analysis to identify problems, coordinate with various parties and map out infrastructure. The implementation phase includes socialization, preparation of materials and training programs. The evaluation stage is carried out to measure the success of the service program implementation. The results showed that the activities carried out at SDN 1 and SDN 2 Supiturang on 5-6 August 2022 ran smoothly. Most of the participants were children who followed enthusiastically from the beginning to the end of the activity. At the evaluation stage, it was known that in teaching and learning activities the children were very enthusiastic and emotional expression went well after this service activity was held.

Developing CISAR (Two-Mode Chain Story Cards) to Facilitate Hybrid Learning Fina Zakiyatun Nufus; Rahmati Putri Yaniafari; Hasti Rahmanigtyas
PANYONARA: Journal of English Education Vol. 5 No. 1 (2023): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v5i1.8234

This research was conducted to develop learning media that can assist tenth graders in Indonesia in practicing speaking in English and improve their grammar knowledge, particularly when studying recount and narrative texts. The instructional media development was carried out using the R&D research design. The research began with investigating students’ language learning difficulties by observing them in class and interviewing their teacher. This was then followed by product development, validation and tryout before the product was finalized. The research instruments used for developing and revising the media were field notes, expert validation sheets, and a questionnaire that measured the acceptability of the media. The products developed are 56 pieces of cards named CISAR (Chain Story Cards), one teacher manual, and one student manual. Based on the results of experts’ validations, the media has met the accessibility and appropriateness criteria but required a few revisions to meet practicality requirements. Meanwhile, the small scale tryout results involving thirty-six tenth graders of a public senior high school in East Java, Indonesia, CISAR is feasible in its design, language, and has suitable material for the target users since the design considers age-appropriacy, the language is adjusted to the level of proficiency of tenth graders, and the materials follow the syllabus of tenth graders. However, improvements to the manual book were required to make the cards easier to use. Feedback given by the tryout participants confirms that the developed cards serve their intended purposes of helping tenth graders learn speaking and grammar

EXAMINING STUDENTS’ ORAL CORRECTIVE FEEDBACK PREFERENCES FOR IMPROVING SPEAKING PROFICIENCY Nurjanah, Lailatul; Rahmaningtyas, Hasti; Yaniafari, Rahmati Putri
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 1 (2024): June 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i1.29020

This article examined the fundamental OFC types that students prefer for oral corrective feedback to improve their speaking ability in speaking class. It aims to give a clearer understanding of beliefs alignment between teachers and students, thus enabling them to choose appropriate OCF techniques that will enhance students’ performance. This study also contributes to the comprehension of OCF use in the educational context of Indonesia which is aimed at evidencing data-based learning. This research was carried out at Universitas Negeri Malang specifically in the Department of English and used descriptive quantitative design through surveys where respondents were 116. The instrument of this study was a questionnaire. The result indicates that when providing OCF, student emotions and preferences should be considered since these directly affect both the kind of feedback to be given and its effectiveness. In terms of the “delivery” of the feedback, students prefer metalinguistic and recast feedback types. However, there are some discrepancies in terms of their perceived effectiveness among students. Notably, metalinguistic, repetition, as well as recast OCF types, proved most advantageous concerning proficiency development. Furthermore, indirect OCF is more favored than direct administration timing. This research implies that metalinguistic, repetition, and recast feedback are types of OCF that are suitable for use in speaking classes with the aim of improving speaking performance. Since this research has not provided a data-based explanation of how students' preferred OCF helps improve their performance, future research is expected to conduct an in-depth exploration of its successful use.

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