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All Journal Jurnal Sosial Budaya Language Circle : Journal of Language and Literature Vision: Journal for Language and Foreign Language Learning JIPMat (Jurnal Ilmiah Pendidikan Matematika) Prominent : Journal of English Studies ALACRITY : Journal Of Education Muria Jurnal Layanan Masyarakat ELT Forum: Journal of English Language Teaching
Aisyah Ririn Perwikasih Utari
Universitas Muria Kudus
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH Rahmawati Dwi Handayani; Muh Syafei; Aisyah Ririn Perwikasih Utari
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5381

Abstract

abstract. The objective of the research is to find out the kinds of social media used by fourth semester students of English Education Department of Universitas Muria Kudus for learning English. The researchers used descriptive qualitative research and the data was collected by the use of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed that social media the students use for learning English are YouTube (94%),, Instagram (72%0, WhatsApp (62%), Twitter (32), Facebook (30%), Line (10%), Manwha (6%), Telegram  (2%), Google (2%),  Tik Tok (1%), Cake English App  (1%), Quora (1%) and Discord (1%)
THE STUDENTS’ LEARNING STRATEGIES IN INCREASING SKILLS Ahmad Syaifurrohman Chilmy; Sri Endang Kusmaryati; Aisyah Ririn Perwikasih Utari
Prominent Vol 3, No 1 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i1.4704

Abstract

Learning strategy is an individual way or specific behavior in action of getting and processing information to make them comfortable in learning situations to improve their progress in learning proccess. This study aims to identify the direct and indirect learning strategies of the students of Muria Kudus University. This is a qualitative descriptive research conducted in the third semester of Muria Kudus University English Education Department Teacher Training and Educational Faculthy. The subjects of this study were the third semester students in the academic year 2016/2017. The result indicates that the students prefer to use indirect learnings strategies with average score = 3.4822 than direct learning strategies with average score = 3.2987. The direct learning strategies that students used to increase their English skills were cognitive strategies with the average score = 3.3765, the compensation strategies with the average score = 3.3738, and the memory strategies with the lowest average score = 3.1460. Indirect learning strategies used by the students was social stratgies with the average score=3.5976, the metacognitive strategy with the average score=3.573, and the afective strategies with the average score = 3.2761.
EFL University Students' Perceptions of Shadowing Technique for Developing Speaking Skills Aisyah Ririn Perwikasih Utari; Jay Ar Cristobal
ALACRITY : Journal of Education Volume 5 Nomor 3 Oktober 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i3.991

Abstract

Investigating University students’ perceptions of shadowing technique is the aim of the study to develop their speaking skills. There are 25 students of the third semester or second year in the class who become the participants of the research. Their learning process of speaking using shadowing technique in all classroom activities in ten weeks which is integrated in Speaking for Daily Communication Course. Feedback and reflections from the students are used for the research data. The research findings are dominantly positive with the aspects of effectiveness, accessibility and flexibility for independent practice for the sake of fluency and pronunciation improvement, and natural repetition of the shadowing activities. Intermediate level students get more benefit of the technique, the high ones also get significance refinement, and the low-achieved students finds the technique helpful for their initial step to improve their speaking skill significantly. Empirical proofs are reported as conclusion that shadowing technique can provide insightful findings that educators can implement it in speaking course.
Navigating Authority and Dialogue: An Engagement Analysis of Academic Setting Discourse Aisyah Ririn Perwikasih Utari
ELT Forum: Journal of English Language Teaching Vol. 15 No. 1 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (May)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i1.34409

Abstract

In undergraduate thesis defenses, academic discussion involves finding a balance between showing expertise and encouraging open conversation. Participants need to present their ideas confidently while remaining open to feedback and new perspectives. This study looks at how monoglossic and heteroglossic language is used during thesis defenses. Using Martin and White's Appraisal Theory, it explores how examiners and students manage power dynamics through their language choices. The research focuses on one English Education thesis defense with three examiners and one student, analyzing how each person uses language to show authority and keep the discussion academic. The findings show that examiners often use questions and suggestions to open up discussion, while students use more certain statements when presenting but become more flexible in their language when answering questions. The study finds that power relationships shape these language choices, and that institutional hierarchy affects how people interact. These results highlight challenges in academic socialization and suggest ways to improve thesis supervision and preparation in universities.
Co-Authors - Junaidi - Junaidi Ahmad Hilal Madjdi, Ahmad Hilal Ahmad Syaifurrohman Chilmy Atik Rokhayani Jay Ar Cristobal Jayanti Putri Purwaningrum Muh Syafei Rahmawati Dwi Handayani Siti Sholikhah Sri Endang Kusmaryati Sri Endang Kusmaryati, Sri Endang