Articles
<![CDATA[SMARTPHONES TO LEARN ENGLISH: THE USE OF ANDROID APPLICATIONS BY NON-ENGLISH MAJOR STUDENTS IN WEST ACEH ]]>
<![CDATA[Hidayati, Tuti]]>;
<![CDATA[Endayani, Thayyibatul]]>
<![CDATA[ Jurnal Ilmiah Peuradeun Vol 7 No 1 (2019): Jurnal Ilmiah Peuradeun ]]>
Publisher : <![CDATA[SCAD Independent ]]>
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DOI: 10.26811/peuradeun.v7i1.231
<![CDATA[Smartphones multi-functionality and practicality features are very promising in helping students to learn English language. Numerous applications related to English enables the students to be exposed to English and learn independently and conveniently outside the classroom. This study explored students own use of android applications to help them in learning English. Specifically, it investigated the types of apps the students use, examined their motives in using the apps, and figured out how the apps were perceived to help in acquiring English. The study was conducted as a qualitative study involving 15 non-English majors students recruited from three different campuses in West Aceh. The data were collected through personal interview and focus group discussion that were transcribed and analyzed by coding and concluding the information into a number of themes. It was found that the students had used a number of android apps, particularly dual language dictionary apps to support their informal English language learning. The apps were considered very helpful as the students could access vocabulary and be exposed to English frequently. Easy access and practical use of apps were perceived as the major advantages benefiting the students in gaining vocabulary and other English learning materials to develop their English language skills.]]>
<![CDATA[Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning ]]>
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Faizatul Husna]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 6, No 2 (2020) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v0i0.2223
<![CDATA[Albeit the covid-19 pandemic impacts on education have been extensively discussed, little empirical evidence addresses students’ experience of autonomy. The present study investigates and obtains information about the experience that the students encountered during online English learning, their perception about it, and how their experience shapes their autonomous learning potentiality. The study was conducted in a quantitative approach adopting survey design and correlation procedure. Data was collected through an online form questionnaire. Data analysis was performed using both descriptive and inferential statistic to look for trends and correlation between the variables. The result of the study indicated that the students participating in the study seemed to have a quite good online English learning experience. They received various learning instructions and were engaged in different types of language learning activity. The majority of students perceived online English learning as fairly enjoyable, yet many of them displayed considerable potential to act as autonomous learners. Furthermore, the correlational analysis indicated a positive correlation (r=.312; sig=.008) demonstrating that students’ potentiality to learn autonomously to some extent, was influenced by their experience of online English learning. This study implies that both teachers and students gradually become more accustomed to online and autonomous learning.]]>
<![CDATA[ENGLISH LANGUAGE TEACHING IN ISLAMIC EDUCATION IN INDONESIA; CHALLENGES AND OPPORTUNITIES ]]>
<![CDATA[Tuti Hidayati]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v3i2.751
<![CDATA[The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.]]>
<![CDATA[The Implementation of K13 Curriculum in Madrasah Aliyah in The South West Region of Aceh (English Teachers’ Perspectives) ]]>
<![CDATA[Erizar]]>;
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Sari Diana]]>
<![CDATA[ Islam Universalia: International Journal of Islamic Studies and Social Sciences Vol 3 No 2 (2021): Islam Universalia ]]>
Publisher : <![CDATA[Cyber Media Indonesia ]]>
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DOI: 10.56613/islam-universalia.v3i2.202
<![CDATA[Teacher's perception of the K-13 is believed to be one of the factors that lead to the success or failure of the curriculum implementation. This is because the K-13 makes teachers have to adjust and change the learning style in the classroom. Considering the various phenomena about the K-13, the researcher was interested in conducting research the Implementation of the K-13 in the South West Region of Aceh (English Teachers’ Perspectives). In this research, the researchers also analyzed some obstacles faced by the English Teachers in implementing the K-13 and what solutions offered by STAIN Teungku Dirundeng Meulaboh as one of the universities which produce the teachers in the South West Region of Aceh. The research applied quantitative and qualitative approach that involved 21 English teachers who teach English at Madrasah across South West of Aceh. The result of the study indicated that the implementation of K-13 has not been effective due to several reasons such as the allocation time is insufficient and too many forms of assessment. Moreover, the English teachers issued that the biggest obstacle in implementing the K-13 was the excessive administrative demands. Therefore, the government of Indonesia, in this matter, the Deparment of Education has to ascertain that the majority of English teachers receive training related to K-13 and review the time allocation provided to the English teachers. For the English teachers, they should be creative and innovative in improving their understanding on K-13 using printed and online resources.]]>
<![CDATA[UNDERSTANDING THE CURRENT TREND OF HIJRAH: BETWEEN SELF-EXISTANCE AND RELIGIOUS UNDERSTANDING ]]>
<![CDATA[Dian Ayuningtyas]]>;
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Inayatillah]]>;
<![CDATA[Putri Rahmawati]]>
<![CDATA[ Risalah, Jurnal Pendidikan dan Studi Islam Vol. 8 No. 2 (2022): Pendidikan dan Studi Islam ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Wiralodra Indramayu ]]>
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DOI: 10.31943/jurnalrisalah.v8i2.253
<![CDATA[Hijrah is a great momentum in the history of da’wa Islam and was designated as the first year of Islamic calendar. Although it was initially associated with process of migration, the interpretation of hijrah is not limited to simply as moving from one place to another. In fact, it is referred to a significant milestones as a process of migrating or transforming to a better situation or a better self. These days, hijrah has become a phenomenal trend that is not only popular among those who are active in following Islamic group discussions but also among the youths who are the social media worshipers. Hijrah is viewed as the process of self-transformation and as an effort to practice all Islamic teachings performed by Rasulullah in daily life. During the process, however, the substantial values and the real meaning of hijrah are often considered missing. Rather than the change of attitudes and characters, it is often represented merely as changing physical appearances or ways of speaking. This paper is aimed to revisit the concept of hijrah in Islam and analyze its values and meanings within the current developing social phenomena. The study is conducted in a qualitative descriptive approach, and data collection was performed through literature study. The result shows that the dynamic practice of Islam highlights the current concept of hijrah. The core values in this self-transformation is to leave all the bad habits, to be more religious, and to embrace the modernity without compromising the faith.]]>
<![CDATA[Students’ Motivation to Learn English Using Mobile Applications: The Case of Duolingo and Hello English ]]>
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Sari Diana]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 2 (2019): JEELS November 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v6i2.1233
<![CDATA[The development of language learning mobile application soft-wares (apps) for smart mobile devices such as smartphones and tablet computer has risen amazingly in these recent days. These apps were continuously reported to be highly potential to support the students to learn the target language. This study introduced two free English learning apps to the students and investigated how they made use of the apps to support their English learning. More specifically, it examined how their English motivation in learning English is, how they used the apps, and whether their different level of motivation influenced the time they spent in accessing the apps. The study was conducted in a mixed method approach utilizing daily journal and questionnaire as the instruments to collect data. The finding pointed that the students were considerably active in using both of the apps. They could enjoy the practicality and flexibility of learning English by the apps despite some superficial engagement. In addition, although students’ English learning motivation was found to have no influence on the amount of time spent in using the apps, their positive response toward using the apps was a potential indication to foster independent English learning outside the classroom. A further detailed finding was discussed along with important issues in the current trends of mobile language learning.]]>
<![CDATA[Student Language Anxiety in Learning English (A survey to non-English Major students in rural area) ]]>
<![CDATA[Tuti Hidayati]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v2i2.55
<![CDATA[Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.]]>
<![CDATA[Pengaruh Metode Pembelajaran Resitasi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SMAN 2 Kelas XI Meulaboh Kab. Aceh Barat ]]>
<![CDATA[Citia Dewi Sari]]>;
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Fransisca Tassia]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i2.355
<![CDATA[Hasil belajar dipengaruhi oleh berbagai faktor, salah satunya adalah penggunaan metode. Metode resitasi dapat diimplementasikan di dalam kelas dengan cara guru memberikan tugas dan kemudian siswa mempertanggungjawabkan soal yang telah diberikan oleh guru. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh metode pembelajaran resitasi terhadap hasil belajar siswa pada mata pelajaran PAI dan bagaimana hasil belajar siswa dengan menerapkan metode pembelajaran resitasi pada mata pelajaran PAI di SMAN 2 Meulaboh, Kab. Aceh Barat. Penelitian ini merupakan penelitian lapangan yang menggunakan data kuantitatif. Populasi dalam penelitian ini adalah seluruh siswa SMAN 2 Meulaboh, Aceh Barat dengan sampel 60 siswa. Analisis data dilakukan dengan menggunakan SPSS dari hasil penelitian menunjukkan bahwa peneliti berhasil menerapkan metode pembelajaran ini dan berada pada kategori tinggi. Terdapat pengaruh yang signifikan dari penerapan metode pembelajaran resitasi terhadap ketuntasan hasil belajar siswa pada mata pelajaran PAI di SMAN 2 Meulaboh, Aceh Barat.]]>
<![CDATA[Factors affecting English performance between students residing in tourist and non-tourist areas ]]>
<![CDATA[Tuti Hidayati]]>;
<![CDATA[Sari Diana]]>;
<![CDATA[Faizatul Husna]]>;
<![CDATA[David D Perrodin]]>
<![CDATA[ Studies in English Language and Education Vol 10, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v10i2.27237
<![CDATA[Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p = .72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) exposure to English through songs, games, movies, and social media, and (3) family support.]]>
<![CDATA[Integrating ICT in English Language Teaching and Learning in Indonesia ]]>
<![CDATA[Hidayati , Tuti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 1 (2016): JEELS May 2016 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v3i1.173
<![CDATA[Indonesian ELT is complex for numerous reasons, and the level of students' outcome has been regarded unsatisfactory by a number of researchers and academics. This paper considers ICT as one of possible alternatives to deal with the complexity of Indonesian ELT and to improve its outcomes. It widely explores ICT integration in English LTL, especially on how ICT has been used in this field. It further investigates the benefits and challenges of integrating ICT in LTL. The paper argues that the integration of ICT is promising for changing and improving the effectiveness of the current Indonesian ELT condition when it is carried out in line with the effective LTL principles. The integration of ICT will enable teachers to vary teaching and learning activities, to gradually change the teaching style to be more student-centred, to train students to have more active role in learning, and to access a huge range of authentic learning materials. The paper also acknowledges the contraints that will emerge in an effort of integrating ICT in Indonesian English LTL. Hence, some recommedations for action are proposed at the end.]]>
