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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Ilmiah Bahasa dan Sastra Jurnal VOK@SINDO EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Briliant: Jurnal Riset dan Konseptual JPM (Jurnal Pemberdayaan Masyarakat) Journal of Education Technology KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Journal of English Teaching, Literature, and Applied Linguistics Bubungan Tinggi: Jurnal Pengabdian Masyarakat J-REaLL Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JEELS (Journal of English Education and Linguistics Studies) JAPI: Jurnal Akses Pengabdian Indonesia Studies in English Language and Education TEFLICS Science Contribution to Society Journal JOSAR (Journal of Students Academic Research) EDUJ : English Education Journal
Mafulah, Siti
Universitas PGRI Kanjuruhan Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Public Health Social Sciences Other

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Pelatihan TOEP Bagi Mahasiswa Rizky Lutviana; Siti Mafulah
JAPI (Jurnal Akses Pengabdian Indonesia) Vol 3, No 1 (2018)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.058 KB) | DOI: 10.33366/japi.v3i1.845

Abstract

Kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat keahliah berbahasa Inggris seperti TOEP merupakan salah satu pesyaratan yang umum digunakan dalam rangka melamar pekerjaan ataupun melanjutkan studi ke jenjang yang lebih tinggi. Oleh karena itu, mahasiswa perlu diberikan bekal kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat. Permasalahan yang dihadapi oleh mitra program pengabdian masyarkat ini adalah (1) Kurang tersedianya materi ajar yang up to date and lengkap, (2) materi kurang terkoordinir dengan baik, (3) tersedianya waktu yang singkat untuk pelatihan, dan (4) nilai rata-rata yang rendah. Solusi dari permasalahan tersebut adalah memberikan pelatihan TOEP secara rutin selama 2 minggu, 4 pertemuan setiap kelas yang berisikan (1) pemberian materi mengenai pentingya kemampuan bahasa Inggris dalam era saat ini, (2) pelatihan TOEP dengan menggunakan metode pengajaran note taking untuk Listening Section (3) pelatihan TOEP dengan menggunakan metode error analysis untuk Structure and Written Expression Section, dan (3) pelatihan TOEP dengan menggunakan metode metacognitive strategy untuk Reading Section
Portfolio assessment: Learning outcomes and students’ attitudes Teguh Sulistyo; Katharina Poptrisia Nona Eltris; Siti Mafulah; Suhartawan Budianto; Saiful Saiful; Dwi Fita Heriyawati
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.88 KB) | DOI: 10.24815/siele.v7i1.15169

Abstract

This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.
Mock Up Based on Android Through Multimedia Development Live Cycle : Science Meaningfull Learning Farida Nur Kumala; Jurina Ibrahim; Hefsi Anggi Ambarwati; Siti Mafulah; Sri Rahayu
Journal of Education Technology Vol. 7 No. 1 (2023): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v7i1.51890

Abstract

Covid 19 has led to loss learning and decreased student motivation in learning so that learning is needed that can increase motivation and meaningfulness in learning. The purpose of this study was to develop an Android-based mock up using the Multimedia Development Live Cycle (MDLC) steps to develop meaningful science learning in elementary schools. This research is a development research using the MDLC stages followed by trials on material, language, media and user experts. The subjects of this study were experts, teachers and 5th grade students. Technical analysis used descriptive quantitative techniques. Data collection methods consist of questionnaires, interviews and tests. Instruments in the form of expert validation sheets, tests, interviews and teacher and student response questionnaires. The results of the study show that the media that has been developed has a material expert feasibility of 68% (appropriate), media expert 91% (very feasible), and language expert 94% (decent). The teacher's practicality assessment obtained a percentage of 87% (very practical) and students obtained a proportion of 77% with very practical criteria. Android-based mock up is feasible to use. This is also based on the results of an increase in the average pretest score of 63.3 and posttest of 77.7. Posttest scores also show scores above the Minimum Completeness Criteria (KKM). Android-based Mock Up can improve student learning outcomes and make science learning more meaningful for students.
Exploring Indonesian EFL teacher-student interactions in online learning Siti Mafulah; Yazid Basthomi; Bambang Yudi Cahyono; Nunung Suryati
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The student’s engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teacher’s and students’ discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students’ understanding of the teacher’s instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teacher’s interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students’ responses toward the teacher’s patterns of interaction depend on the teacher’s talk. There is no initiative from the students to start the discussion. The student’s background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
Indonesian students’ engagement in online EFL writing class and their perceptions on teacher feedback Siti Mafulah; Bambang Yudi Cahyono
Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i1.58279

Abstract

Teacher feedback on students’ writing is critical in developing students’ writing performance which is evident from the abundant research on this area. However, little is known about students’ engagement with teacher feedback in an online EFL writing class. Therefore, applying a survey research design, this study aimed to depict how students engaged in an online EFL writing class. It also examined the students’ perceptions on the teacher feedback provision. This study involved 24 Indonesian students taking Paragraph Writing course offered at a university level. The student’s online EFL writing class activities were observed to know their engagement with teacher feedback on their written work. They were also asked to fill in the questionnaire and interviewed to know their perceptions on the feedback. The results showed that students engaged actively in an online EFL classroom. Besides, teacher feedback was seen as a  positive practice that was useful to the process the students undergo in EFL writing, leading to improving their writing performance. The findings imply the need for teachers to use an online class as a new setting for teaching writing and in providing feedback on the students’ drafts. The provision of feedback in the online class should take cognitive and affective dimensions into account to cater to knowledge diversity and lower anxiety.
Portfolio assessment: Learning outcomes and students’ attitudes Teguh Sulistyo; Katharina Poptrisia Nona Eltris; Siti Mafulah; Suhartawan Budianto; Saiful Saiful; Dwi Fita Heriyawati
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.15169

Abstract

This paper is aimed at (1) investigating whether the implementation of portfolio assessment had an impact on students’ writing ability, and (2) obtaining the students’ attitudes towards portfolios. The method used in this study was quasi-experimental research design, and the data were collected through a set of writing tests (pre-test and post-test) and a questionnaire. The results show that the implementation of portfolio assessment increased the students’ writing ability. It was also found that the students’ knowledge of global issues (content and organization) also increased more significantly than the local issues (grammar, vocabulary, and mechanics). In addition, the results of the questionnaire proved that the secondary level students had positive attitudes towards the implementation of the portfolio assessment. Therefore, it is suggested that the portfolio assessment should be implemented in the teaching-learning process especially in English writing since it could give regular feedback, and help the students in monitoring their writing progress.
EXPLORING THE CHALLENGES OF DIGITAL TEXTBOOKS IN READING COMPREHENSION Ningsih, Ariyanti Abi; Weganofa, Riza; Mafulah, Siti
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 7 No 2 (2023): Vol 7 No 2, 2023
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33479/klausa.v7i2.844

Abstract

Reading is a crucial skill that contributes to the language, mind, social, and cultural development of students. In addition, in the digital era technology is widely found and can be used properly. Digital textbooks have become an inevitable part of leisure time, study assignments, and work duties, facilitating online learning and blended learning. But there are also individuals who reject the existence of new technology. This study highlights the challenges of digital textbooks in reading comprehension. This study utilized literature review research, which is a survey of scholarly sources on a specific topic. The researchers reviewed 24 articles published between 2018 and 2023 from ERIC Journal and Google Scholar, analyzing the content and information in the articles. The study found that digital textbooks can impact students' focus ability, as they can be easily distracted by social media, notifications, and web browsing. This could explain why paper-based media appears to favor reading comprehension in unsupervised settings where learners are less exposed to such distractions. The use of digital textbooks must be accompanied by information literacy from digital technology. Digital textbooks offer a new experience in reading, but they also present challenges in terms of social-economic status, focus ability, and information literacy.
Pelatihan Story Telling untuk Meningkatkan Kemampuan Pembelajaran Kosakata bagi Guru Bahasa Inggris di SDN Mulyoagung 02 Kabupaten Malang Mafulah, Siti; Lutviana, Rizky; sari, Hesty Puspita
Kontibusi: Jurnal Kontribusi Kepada Masyarakat Vol 2 No 2 (2022): Science Contribution to Society Journal
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/scs.v2i2.2470

Abstract

Bahasa Inggris dalam kurikulum sekolah dasar merupakan muatan lokal (mulok) dimana tiap-tiap sekolah mempunyai kebijakan tersendiri yang disesuaikan dengan kebutuhan dan kodisi masing-masing sekolah. Fakta yang ada bahwa pengajaran bahasa Inggris di SDN Mulyoagung 2 Kecamatan Dau hanyalah menggunakan metode yang tradisional dengan guru sebagai sentra pengajaran dan hanya menggunakan buku teks sebagai media pembelajaran sehingga pembelajaran bahasa Inggris pada siswa SD yang seharusnya menyenangkan menjadi membosankan. Terlebih di SDN Mulyoagung 2 tidak ada guru pengajar Bahasa Inggris yang merupakan lulusan Pendidikan Bahasa Inggris. Maka dari itu perlu diadakan pelatihan di sekolah ini. Metode yang digunakan dalam pengabdian masyarakat ini adalah: pertama, Pemberian pengetahuan dan wawasan tentang motode pembelajaran unuk anak SD. Kedua, pengenalan Story telling sebagai metode yang dapat diterapkan dalam kelas, berikiutnya memberikan model dan yang terakhir adalah praktik menggunakan metode Story Telling dalam kelas. Hasil dari kegiatan ini adalah guru memiliki wawasan tentang pentingnya metode pembelajaran bagi siswa sesuai dengan usianya. Kedua, guru juga mampu membuat cerita dan mengembangkan ide mereka menjadi sebuah kegiatan siswa berdasarkan tema. Dari hasil evaluasi pada akhir kegiatan, dapat disimpulkan bahwa kegiatan abdimas berjalan dengan lancar dan sukses, semua peserta mengikuti kegiatan dengan baik sampai kegiatan berakhir.
Students’ Strategies In Revising Writing Draft After Receiving Teacher Feedback Dwipantoro, Diknas Adi; Mafulah, Siti
Jetlal Vol 8 No 2 (2024)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v8i2.8223

Abstract

The aim of this study was finding out students' strategies in revising draft after receiving feedback in Essay Writing class. Qualitative method was applied in this study with the different intake participants at one of University in Malang, Indonesia. The research instruments were questionnaires, the questionnaire was delivered to 27 students and from the result of questionnaire was chosen randomly 9 students to be interviewed. In analyzing the data, data reduction, data display, and conclusion drawing/verification were done. To validate the data, data triangulation techniques was applied. The finding shows that most students received direct feedback from the lecturer in Essay Writing class. In carrying out revisions, students have strategies for revising their draft. Students did revision strategies through translating from online dictionary, reviewing of errors before the exam, consultating with lecturer, sharing with friends, translating from bilingual dictionary, and recording the lecturer voice. Besides, students carried out revision operation including Deleting, Reorganization, Addition, Correcting, Rewriting, Substituting, and No Correcting. From the result of this study, it can be concluded that students have different ways in revising their writing based on their preference and need. Therefore, teacher should treat the students in different ways in giving feedback.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Sulistyo, Teguh; Widiastuti, Oktavia; Mafulah, Siti; Puspitasari, Yunita; Holland, Tim
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
Co-Authors Agus Sholeh Andanty, Elga Farah Bambang Yudi Cahyono Budianto, Suhartawan Dwi Fita Heriyawati Dwipantoro, Diknas Adi Elga Farah Andanty Farida Nur Kumala Febrianti, Eka Setyowati Fitri Anggraini Hariyanto Haider, Sanwal Hefsi Anggi Ambarwati Herawati, Siane Holland, Tim Ilma, Firda Irene Trisisca Rusdiyanti Jurina Ibrahim Katharina Poptrisia Nona Eltris Maftuch Junaidy Mhirda Maria Purnawati Ni Nyoman Ayu Shri Smertini Adhi Ningsih, Ariyanti Abi Noyan, Marselina Nunung Suryati Oktavia Widiastuti Oktavia Widiastuti Panggala, Oka Bruno Asmara Riza Weganofa Rizky Lutviana, Rizky Saiful Saiful Sanwal Haider Sarah Arta Sari, Hesty Puspita Sinta Fatimah Sri Rahayu Sribudiati, Wiwik Teguh Sulistyo Teguh Sulistyo Tika, Eufrasia Tim Holland Trisno Tunggal Rahayu Wilujeng Tursini, Umi Umi Tursini Wahyuningsih Usadiati Yazid Basthomi Yunita Puspitasari