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All Journal Majalah Transformatika Englisia Journal ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Education Journal Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Metathesis: Journal of English Language, Literature, and Teaching CaLLs : Journal of Culture, Arts, Literature, and Linguistics Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal UICELL Conference Proceeding EDUVELOP (Journal of English Education and Development) Indonesian Journal of English Language Teaching and Applied Linguistics JET (Journal of English Teaching) Adi Buana EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Language and Literature International Conference (ELLiC) Proceedings Journal of Research on Applied Linguistics, Language, and Language Teaching Academic Journal Perspective : Education, Language, and Literature ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal Review Pendidikan dan Pengajaran (JRPP) Musamus Journal of Language and Literature Kumawula: Jurnal Pengabdian Kepada Masyarakat JALL (Journal of Applied Linguistics and Literacy) Jurnal Praksis dan Dedikasi Sosial Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat ELTR Journal Pedagogy : Journal of English Language Teaching Journal of English Language Teaching and Learning (JETLE) Journal of Community Service and Empowerment Journal of English Language Teaching and Cultural Studies Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Mimesis SALEE: Study of Applied Linguistics and English Education Journal of Research on Language Education Sistema: Jurnal Pendidikan Language and Education Journal JOLLT Journal of Languages and Language Teaching Jurnal Pengabdian Masyarakat Indonesia English Learning Innovation (englie) New Language Dimensions Kode : Jurnal Bahasa Indonesian Journal of English Teaching Academic Journal Perspective : Education, Language, and Literature International Journal of English Learning and Applied Linguistics (IJELAL) Journal of Pragmatics Research Metathesis: Journal of English Language, Literature, and Teaching EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics ETERNAL: English Teaching Journal ELT Forum: Journal of English Language Teaching JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO Indonesian Journal of English Language Teaching and Applied Linguistics
Lilia Indriani
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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Teachers’ perceptions toward TED-ED in Listening Class insight the Era of Disruptive Technology Candradewi Wahyu Anggraeni; Lilia Indriani
Metathesis: Journal of English Language, Literature, and Teaching Vol 2, No 2 (2018): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v2i2.925

Abstract

Abstract In the era of disruptive technology in the educational aspect, the teachers need to pay attention to the use of technology in teaching and learning process.  Technology can be virtues or hurdles for the students and teachers. Therefore, the teachers must be wise in deciding the teaching strategies so that the use of technology in the classroom will be more effective and efficient. One of the examples of technology is the existence of a website or online media to support teaching and learning process. Regarding this phenomenon, this study is carried out to explore the teachers’ perceptions toward TED-ED in listening class insight the era of disruptive technology. The qualitative research method in the form of a case study is used to expose the teachers’ perceptions. The instrument of data collection is an open-ended interview. The findings show that there are two perspectives toward the use of TED-ED in Listening Class. The two perceptions reveal the benefits and drawbacks that cover the aspects of abundant resources, illustration, world Englishes, assignments, speed, and teacher’s role. This study has theoretical, pedagogical, and practical significances in the field of teaching Listening.  
Increasing Motivation and Achievement in Learning English of eleven grader Science-3 Students of State Senior High School 5 Magelang using Problem Based Learning Siswidyatmi Siswidyatmi; Lilia Indriani; Setiyo Prajoko
Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v3i1.1146

Abstract

This study aims to determine the increase in motivation and  achievement in learning English for eleven grader students of Science 3  Class,  State Senior High School 5 Magelang  using Problem-Based  Learning. The classroom action research method  used in this study  began at the pre-cycle , cycle 1, and cycle 2 stage. Pre-cycle stage  is used to obtain the initial data on the condition of the students before using problem based learning. While cycle 1 and cycle 2 learning were carried out with problem based learning. At each stage data collection is carried out for learning achievement  in both knowledge and skills and motivation to learn using test  and questionnaires. The results of the study has increased  the average learning motivation of 0.18 both in the pre-cycle to cycle 1 and cycle 1 to cycle 2. An increase in knowledge aspect competence  by 56% occurred in pre-cycle to cycle 1 and 20% in cycle 1 and cycle 2. For skill aspects there is an increase of an average of 1 both at the pre-cycle to cycle 1 and cycle 1 to cycle 2. It can be concluded that Problem Based Learning is able to increase students’ motivation and learning achievement.
Developing Pre-service English Teachers’ Critical Thinking by Using Academic Journal Writing 4.0 Lilia Indriani
Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 2 (2019): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v3i2.1859

Abstract

Learning a foreign language is an integrated process of the four basic skills: listening, speaking, reading, and writing. As non-native English speakers, students are expected too much with their English even with the resource-poor EFL settings. Pre-service English teachers in Asia context make teaching becomes a really impossible job.  Moreover, the wide spread of technology and pop culture make a new shift of paradigm in language teaching. Today, teachers and learners live in a technology-enhanced learning environment 4.0, and honestly, teachers are really difficult to catch up. Therefore, creativity and innovation in fostering TEFL is really needed. As pre-service teachers, they should intellectually have the abilities to conceptualize, apply, analyze, synthesize, and/or evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action that is why academic journal writing in edmodo would be one of the solution. This case study is about how to develop critical thinking by using academic journal writing for pre-service English teachers in TEFL class. They not only discuss about current issues in teaching and learning English but also combine technology, creativity and innovation.
Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks Arum Nisma Wulanjani; Lilia Indriani
Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v3i1.1316

Abstract

Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening  class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed  as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students.  
Challenges in English Writing within Blended Learning Environment Lilia Indriani; Widya Ratna Kusumaningrum; Rolisda Yosintha
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.7480

Abstract

This study reports a case study research in Writing Blended Learning Environment for higher education that enriched digital environment study especially in the pandemic of Covid-19. It examines the students’ writing apprehension and their performance as perceived by a selected group of EFL students who enroll in Professional Writing class. Questionnaires were administered to three writing lecturers and fifty students of the English Department, Universitas Tidar. The obtained data were analyzed quantitatively using descriptive statistics, while those obtained from the interview were analyzed qualitatively using Miles, Huberman, and Saldana’s model (2014). The findings show that there are many challenges faced by both the teachers and the students when they implemented this writing blended learning environment. Though, some challenges give not only the pitfalls but also positive contribution to the students’ learning progress in their writing. The study found that students need specific and intensive instruction, practice, and feedback for improving their writing skills. It is also found that learning writing through writing blended learning environment is somehow interesting and also challenging in some covered topics and activities, while lecturers still have their instructional and pedagogical roles in a blended learning environment.
A Study of EFL Students’ Perspective on Ambiguity Tolerance Fera Aldila Kurniasari; Lilia Indriani
English Learning Innovation (englie) Vol. 2 No. 1 (2021): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v2i1.14858

Abstract

This research aims to investigate the EFL students' perspective on ambiguity tolerance. The researcher used a descriptive qualitative approach for this research. To collect the data, the researcher used the Second Language Tolerance of Ambiguity Scale (SLTAS) as the instrument. This research involved 30 students of the 5th semester of Tidar University Magelang as the participant. The result shows that the participants have low ambiguity tolerance in the term reading and listening and more tolerance in speaking and writing.
EFL Students’ Perspectives on Their Self-efficacy in Speaking During Online Learning Process Rista Ananda Ningias; Lilia Indriani
English Learning Innovation (englie) Vol. 2 No. 1 (2021): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v2i1.14965

Abstract

This article illustrates the EFL students' perspectives toward self-efficacy of them in speaking during the online learning process. Self-efficacy defined as a person believes that he/she could manage the situation and get a positive outcome. It points out to the intuition in one’s capacity to execute and organize the action required in producing the given attainments. Self-efficacy is very crucial for students in studying a language, especially for the fourth language skills. To achieve the qualification of English communication, mastering the fourth integrated skills is very necessary. Speaking includes in this term. The aim of this article was to analyze the EFL students’ perspective about their self-efficacy in speaking during the online class activity. The research was conducted on 35 EFL learners of English Department Student at Tidar University. The researcher uses the descriptive quantitative method in analyzing the data. In obtaining them, the researcher employed a survey study by using a questionnaire with 20 close-ended questions. The result showed that the learners have enough self-efficacy in speaking during online learning. The high percentage of neutral option still dominate them. However, the final result of the data shows that learners have strong self-efficacy. Keywords: EFL Students, Online Learning, Speaking, Self-efficacy
EFL STUDENTS’ PERSPECTIVE ON WHATSAPP AS MEDIA OF ONLINE TEACHING AND LEARNING IN COVID-19 PANDEMIC Arsyada Nihayati; Lilia Indriani
Journal of Research on Language Education Vol 2, No 1 (2021)
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jorle.v2i1.898

Abstract

The COVID-19 Pandemic indicated a unique challenge to the educational system. The Centers for Disease Control and Prevention recently advised doing social distancing. Many applications were developed and web-based. One of them was developed and become famous was WhatsApp. WhatsApp is one of the mobile phone applications and web-based social network that integrates with various features used to communicate with other users, ranging from education, business, and entertainment developed this social networking site. This study aimed to explore the EFL student’s perspective on WhatsApp as media on teaching and learning during this Pandemic. This paper used a qualitative descriptive method. The data was collected through questionnaire and call interview. After the research is conducted, we will find out how EFL students perspective WhatsApp as an online teaching-learning media during a pandemic. 
EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS Kenti Sugiyati; Lilia Indriani
Journal of Research on Language Education Vol 2, No 1 (2021)
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jorle.v2i1.906

Abstract

English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.
IS LEARNING ENGLISH BORING WITH GAMIFICATION? Muhamad Laudy Armanda; Lilia Indriani
ELTR Journal Vol. 6 No. 1 (2022)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v6i1.129

Abstract

COVID-19 is a global pandemic that has brought significant disruptions to education. EFL educators ought to be aware of suitable methods during hybrid learning. The Digital learning trend that is reshaping EdTech for Gen-Z is gamification. It is the application of game-design elements and game principles in non-game contexts. Thus, this study aims to shed light on student teachers' perceptions on gamification for boostering motivation in hybrid language classes. To assess the perception, we tracked it of 32 students. Critical aspects highlighted by students in their learning experience were also analyzed. Evidences show the usefulness of gamification in improving students’ motivation and, to some extent, in changing their habits.
Co-Authors Adira Berlianda R.A Agung Budi Kurniawan Alfidariyani, Ismi Maryam Alifa Nadya Rifani Amalia, Irene Kendy Amanah, Navisa Putri Amanda Ariffani Sholikha Angelin, Sheva Anggi Ayu Risanti Anjarsari, Dhania Puspita Annisrina Fajri Nugraheni Arda Mageso Ismariyanto Arsyada Nihayati Arum Nisma Wulanjani Atsani Wulansari Aulya Cahyaningrum Averedinta Delia Trisnanda Cahyaningrum, Aulya Candradewi Wahyu Anggraeni Destiani, Shendy Dewangga, Defian Adhitya Dewi Nur Rizqi Fatmala Dewi, Mercya Christ Sita Dinar Ayu Asyifah Dini Nurlailla Fadillah Dira Aprilia Nanda Dwi Novianto Dwi Novianto Dwi Nur Azizah Fitriani Dwi Winarsih Dwitiya Ari Nugrahaeni Ega Bagus Panuntun Ekaningrum, Rini Estiyowati Eskarina, Elma Estiyowati Ikaningrum, Rini Farikah Febriana Aminatul Khusna Fera Aldila Kurniasari Hana Suci Anggraeni Ibrahim, Nuno Heydie Ika Setyowati Ika Setyowati, Ika Imron Rosadi Indah Sekar Pertiwi Indra, Arindi Irene Kendy Amalia Irnella Nopriyanti Karina Alya Rohmadi Kenti Sugiyati Khusniyati, Nurul Ngaini Khusniyatu Zulaikha Larasati Larasati Lestari, Titis Yekti Liana Shinta Dewi M Fatkhu Arifin Malasari, Susanti - Maulida, Diva Muhamad Laudy Armanda Muna, Nayla May Mutiara, Anggytha Ningias, Rista Ananda Noor Sahid Kusuma Hadi Manggolo Nuratika, Fauziah Diah Nurfitria, Novita Nurkhamidah Putri Wulandari NURUL HIDAYAH Nurul Hidayah Nurul Hidayah Panggih Rahardi Panggih Rahardi Paulina Besty Fortinasari Rahardi, Panggih Renata, Dina Renati, Dini Reyhan Hernanda Rima Sotlikova Rindi Fediany Rini Estiyowati Ikaningrum Rista Ananda Ningias Rolisda Yosintha Rosyta, Merie Dreana Kamelia Ryantika Dyah Safitri Safiroh, Sindi Dian Safitri, Cinta Amalia Sari, Meina Nurfika Selvi Yuliani Selvi Yuliani Selvi Yuliani Setiyo Prajoko Siswidyatmi Siswidyatmi Siti Hajar Amrina Siti Hajar Amrina Sotlikova, Rima Sri Sarwanti Sukarno Sukarno Tihfani Astuti Umi Masitoh Ummu Habibah, Ummu Ussolichah, Ana Nisa Utami, Irma Fajar Tri Wahyu Wigati Wakhda, Salma Chusna Widya Nur Rochmah Widya Ratna Kusumaningrum Widyaningsih, Susi Winasti Rahma Diani Yoan Natalia Matahelumual Yulia Sugiarto Yulinda Pratiwi Zainina Zahwa Amalia Zhidqi, Elvan Adam