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Implementing E-Learning for Increasing Studentâs Motivation in Learning English Saefurrohman, Saefurrohman; Istikharoh, Lutfi
ATIKAN Vol 2, No 1 (2012)
Publisher : ASPENSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (102.089 KB)

ABSTRACT: This study was aimed to find out the influence of E-learning for improving studentsâ motivation in learning English. The subject of the study was the third semester students of English Department who have a different social background of study, mostly from middle social class and suburb school. The writers applied Classroom Action Research (CAR) as a method of the study. The writers also conducted the CAR since preparation phase, planning, action, observation, and reflection. The data were collected through observation, interview, questionnaire, and documentation. The result of this research showed that the studentsâ motivation increased from the beginning of the study to the end of it (50% improvement). The students found easy way in accessing material using E-learning, so that they were able to practice their communication both in written and spoken forms by using it. Finally, they were also motivated in learning English. KEY WORD: E-learning, English students, motivation, classroom action research, and teaching-learning process.IKHTISAR: Penelitian ini bertujuan untuk meningkatkan motivasi mahasiswa dalam belajar Bahasa Inggris dengan menggunakan E-learning. Subjek dari penelitian ini adalah mahasiswa semester 3 pendidikan Bahasa Inggris yang berasal dari latar belakang yang berbeda, dan sebagian besar berasal dari daerah pedesaan. Penulis menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode dalam penelitian ini. Penulis melakukan tahapan PTK dari mulai perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, wawancara, angket, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa motivasi belajar mahasiswa meningkat dari awal penelitian hingga akhir (peningkatannya sebesar 50%). Mahasiswa juga mudah dalam mengakses berbagai sumber dengan menggunakan E-learning, sehingga mereka dapat mempraktekkan Bahasa Inggris, lisan dan tertulis, dengan baik dan penuh antusias. Akhirnya, mereka juga nampak bahwa motivasi mereka dalam belajar Bahasa Inggris meningkat.KATA KUNCI: E-learning, mahasiswa bahasa Inggris, motivasi, penelitian tindakan kelas, dan proses belajar-mengajar.Â Â Â About the Authors: Saefurrohman, M.Pd. and Lutfi Istikharoh, M.Pd. are Lecturers at the Faculty of Education and Teacher Training UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, Purwokerto City, Central Java, Indonesia. E-mail address: saefur19@gmail.comHow to cite this article? Saefurrohman & Lutfi Istikharoh. (2012). âImplementing E-Learning for Increasing Studentâs Motivation in Learning Englishâ in ATIKAN: Jurnal Kajian Pendidikan, Vol.2(1) Juni, pp.67-78. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung and FKIP UNSUR in Cianjur, West Java, ISSN 2088-1290.Chronicle of the article: Accepted (April 10, 2012); Revised (May 20, 2012); and Published (June 15, 2012).

PENERAPAN PROBLEM BASED-LEARNING MELALUI LESSON STUDY PADA PEMBELAJARAN PPKN UNTUK MENINGKATKAN PARTISIPASI AKTIF DAN KERJASAMA SISWA DALAM DISKUSI KELOMPOK Ken Restisiwi; Lutfi Istikharoh
Khazanah Pendidikan Vol 14, No 1: September 2020
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v14i1.8466

ABSTRACTThis article presents the result of implementing Problem-based Learning throughLesson Study in Civics class as an effort of enhancing students’ participation andcollaboration during class discussions. The implementation of Problem-based Learningthrough Lesson Study was conducted in a private school under Muhammadiyahorganization in Distric Purbalingga, Central Java, namely MTs Muhammadiyah 01Purbalingga. In Civics Class at the school investigated, the learning process wascommonly dominated by lecturing session which made the students passive and foundmonotonous atmosphere of learning which consequently resulted on meaninglesslearning. This condition affected to the students’ activeness which belonged to lowcategory. Therefore a better design of learning by implementing Problem-basedLearning through Lesson Study was needed to cope with the problem. Lesson Study wasdone in 2 cycles and is still continuing until now. The action was intended to make thestudents more active and participative during the Civics lesson especially in classdiscussion sessions. The method which was used is qualitative method with 36 studentsin grade 8E of MTs Muhammadiyah 01 Purbalingga participated. During two times ofplan-do-see actions in Lesson Study, 8 of 9 groups in Civics class or 80% of the wholestudents was good at participating in group and class discussions. The finding found inthe two cycles of Lesson Study gives a proof that the implementation of Problem-basedLearning contributes positively to the students’ participation and collaboration in Civicsclass.Keywords: Plan, Do, See, Participation, Collaboration

LESSON STUDY IN EFL PRACTICES: TEACHERS’ ANXIETY AND FACTORS INFLUENCING IT Istikharoh, Lutfi
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i12021p16-22

Abstract: This study was a part of Lesson Study program which focused on developing and maintaining English interaction in EFL classes. This paper presents the teachers’ anxiety and the factors contributing in which English is used as a medium of instruction in English classes. Two teachers who were enrolled in a public school of Purwokerto, participated in this study. The subjects’ anxiety was investigated using interview and classroom observation. The result provided evidence that the subjects had experienced anxiety when they used English to their students in certain conditions. The research findings showed that there were four factors causing anxiey among teachers when they used English in the classroom: 1) class preparation; 2) students and classroom profile; 3) self-confidence; and 4) physical condition. On a whole, teachers’ anxiety deals with both technical and academic matters. Keywords: EFL Classes, English as a Medium of Instruction, Teacher’s anxiousness

EFL students' self-efficacy in technology-assisted language learning Istikharoh, Lutfi; Utami, Sri Yuli
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23920

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Analyzing the development of university English students’ speaking fluency Aziez, Feisal; Nita, Alfia; Istikharoh, Lutfi; Sotlikova, Rimajon
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36345

The development of speaking fluency is a critical aspect of English language learning, particularly for non-native speakers. This study investigates the progress of university English learners in improving their speaking fluency, focusing on two key measures: the length of silent pauses and the use of pause fillers. A quantitative approach was employed, utilizing a pre-experimental design with 61 second-year students from two private universities, one in Indonesia and one in Uzbekistan. These students were enrolled in a speaking course at their respective universities, and the study served as an evaluative measure for the course. Data were collected through speaking tasks administered at the beginning and end of the course, where students delivered five-minute monologues on topics related to professional communication, specifically the creation of a startup company. The findings revealed a significant reduction in silent pauses, indicating an improvement in fluency, while the use of pause fillers showed minimal change.

THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Suwartono, Tono; Aziez, Feisal; Istikharoh, Lutfi; Furqon, Miftahul; Anjarani, Shelia; Saefurrohman, Saefurrohman; Hawanti, Santhy; Faisal, Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program areÂ superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.

EFL students' self-efficacy in technology-assisted language learning Istikharoh, Lutfi; Utami, Sri Yuli
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23920

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

FOSTERING LEARNING AUTONOMY AND CREATIVITY IN CROSS CULTURAL UNDERSTANDING THROUGH PROJECT-BASED LEARNING Istikharoh, Lutfi; Nurhayati, Sulasih
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7739

Teachers require instructional resources to assist students in learning. This research met the material requirements of students and evaluated 21st-century learning and the analysis of popular literary works in various countries. Thirty students in English Education and Literature participated in this study. The research was primarily concerned with three topics: design of Booklet Journey to the World, the 21st century skills in project-based learning, and literary work analysis as one of the booklet's sections. Three instruments were used to gather data from the field. Document analysis, a Focused-Group Discussion (FGD) interview, and a questionnaire indicate students' perspectives of their writing process through the implementation of project-based learning. Three points disclosed: 1) The booklet displayed good creativity, idea courage, and language; 2). Concerning the compatibility of learning models and instructional materials, creativity; and self-directed learning, the three criteria were met by 53.34 percent, 63.34 percent, and 56.67 percent of respondents, respectively which means that the students' perception on the implementation of project-based learning was rated as excellent; 3) The majority of works included in the booklet were collected, paraphrased, and commented on, demonstrating sufficient, effective, and thorough literary comprehension.

Lesson Study: A Systematic Routine to Enhance Students’ Social Character and Creative Writing Abilities Istikharoh, Lutfi; Kusumastuti, Dyah; Riswanto, Riswanto; Masruroh, Yulfah; Setiowati, Setiowati; Sarno, Sarno
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 2 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i2.11376

To effectively educate the future generation, instructors must keep up with the fast-paced global changes by being updated on advancements in science, technology, and educational trends. A very effective lecturer-teacher partnership program (KDS) that utilises lesson study can accomplish this objective. The primary objectives of the KDS are to foster educational innovation, facilitate academic research and publication, and actively involve educators and students in the field of education. The lesson study was carried out within the English Language Education Study Program, including two classes from the third semester of the Creative Writing Course, IIIA and IIIB. The program aims to cultivate and improve students’ social comportment and creative writing skills. Two iterations were carried out, and there was a noticeable augmentation in the students’ sociability from the first iteration to the second. Throughout Cycle 1, students exhibited tolerance and the ability to appreciate their peers’ perspectives. They enthusiastically participated and interacted during the group work. Their average achievement percentage was 67.47% and witnessed a remarkable increase of 85.14% in Cycle 2. The level of collaboration and unity in project completion rose from 57.61% in cycle 1 to 88.99% in cycle 2. The students’ receptiveness to the learning environment significantly increased from 52.09% in cycle 1 to 85.14% in cycle 2. The cognitive domain has significantly enhanced knowledge acquisition, particularly in students’ creative writing skills. The proportion of students in IIIA, exhibiting this proficiency increased from 37% in cycle 1 to 77% in cycle 2. In class IIIB, there was a significant 40% surge, as the percentage escalated from 43% to 83%. Thus, adopting lesson study allows students to improve their social behaviour and support their writing ability. Keywords: Creative writing; interactive learning; social character building; collaboration.

Lesson Study untuk SD TQ Muhammadiyah Karangklesem Purbalingga Kusumastuti, Dyah; Zain, Dodi Siraj Muamar; Istikharoh, Lutfi
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 1 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i1.15416

Lesson StudyÂ (LS) merupakan strategi pembinaan profesi guru berkelanjutan berbasis kelas dan bersifat kolaboratif untuk mengoptimalkan proses pembelajaran siswa. Kegiatan ini dapat pula dimaknai pula sebagai kegiatan belajar melalui proses pembelajaran untuk mewujudkan pembelajaran yang lebih praktis dan efektif.Â LSÂ dapat dimanfaatkan untuk mengembangkan model pembelajaran, mengembangkan media pembelajaran, mengembangkan bahan ajar, dan mengembangkan evaluasi pembelajaran yang berpusat pada siswa. Pengabdian masyarakat dilaksanakan dalam bentuk sosialisasi LS dengan mitra SD TQ Muhammadiyah Karangklesem Kabupaten Purbalingga. Permasalahan yang diangkat adalah kurangnya pemahaman guru-guru di sekolah tentang konsep maupun aplikasi LS. Sosialisasi ini diharapkan dapat memperkenalkan LS kepada guru dan meningkatkan kualitas proses pembelajaran di sekolah sejak level sekolah dasar. Dari hasil kegiatan pengabdian ini, guru-guru SD TQ Muhammadiyah memperoleh pemahaman mengenai arti penting pelaksanaan LS di sekolah melalui kegiatan kolaboratif untuk mengidentifikasi masalah dan mencari solusi praktis demi kemajuan siswa. Selain itu, para guru juga mengharapkan agar kegiatan LS dapat direalisasikan dan terus berlanjut, tidak sebatas hanya pada tahap sosialisasi.

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