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All Journal Jurnal Ilmiah WUNY Linguistica Journal of English and Education DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Ijaz Arabi Journal of Arabic Learning Jurnal Kiprah QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Jurnal Sosial Humaniora Jurnal Fundadikdas (Fundamental Pendidikan Dasar) SALEE: Study of Applied Linguistics and English Education Mahakarya: Students' Journal of Cultural Sciences Journal of Nusantara Education Widyaparwa Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora El-Mujtama: Jurnal Pengabdian Masyarakat
Atin Kurniawati
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources Kurniawati, Atin
Jurnal Kiprah Vol. 10 No. 1 (2022): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.
Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Kurniawati, Atin
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
Reducing Students’ Anxiety in Speaking English: Teacher’s Strategies Kurniawati, Atin; Lintangsari, Adiningsih
Journal of Nusantara Education Vol. 4 No. 1 (2024): October 2024
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v4i1.128

Abstract

Kecemasan dalam berbicara bahasa Inggris dapat menghambat siswa dalam mempelajari bahasa tersebut. Menyadari masalah ini, guru bahasa Inggris harus memiliki strategi untuk membantu siswa mengatasi kecemasan berbicara. Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengurangi kecemasan siswa dalam berbicara bahasa Inggris serta kelebihan dan kekurangan strategi yang diterapkan. Informan penelitian ini adalah seorang guru bahasa Inggris di sebuah SMP Islam di Surakarta, Jawa Tengah yang mengajar di kelas VIII. Desain penelitian ini adalah studi kasus. Teknik pengumpulan data meliputi observasi dan wawancara. Temuan penelitian menunjukkan bahwa strategi guru untuk mengurangi kecemasan siswa dalam berbicara bahasa Inggris adalah relaksasi, persiapan, berpikir positif, mencari teman sebaya, dan kelompok sebaya. Penerapan strategi tersebut memiliki dampak, baik kelebihan maupun kekurangan. Kelebihan dari strategi tersebut adalah: (1) menciptakan lingkungan belajar yang santai dan positif, (2) mengembangkan keterampilan komunikasi dan pembelajaran kolaboratif. Sementara itu, kelemahan dari strategi yang digunakan oleh guru adalah siswa sering menghabiskan waktu untuk membuat kelompok dan berisik. Temuan ini menyiratkan bahwa memilih strategi yang tepat untuk membantu siswa mengatasi kecemasan mereka dalam berbicara bahasa Inggris memerlukan beberapa pertimbangan, seperti kemampuan siswa, kebutuhan, serta keadaan kelas. ___________________________________________________________________________________ Anxiety in speaking English can hinder students’ performance in learning the language. Recognizing this problem, English teachers should have strategies to help students cope with speaking anxiety. This current study focused on investigating teacher’s strategies to reduce students’ anxiety in speaking English as well as the advantages and disadvantages of the strategies applied by the English teacher of an Islamic junior high school in Surakarta, Central Java. Case study design was implemented in this research. The subject of this research is an English teacher who taught at the eight grades. The techniques in collecting the data included observation and interview. The research findings show that the teacher’s strategies to reduce students’ anxiety in speaking English are relaxation, preparation, positive thinking, peer seeking, and peer group. Implementing those strategies has impacts, either advantages or disadvantages. The advantages of those strategies are: (1) creating a relaxed and positive learning environment, (2) developing communication skill and collaborative learning. Meanwhile, the disadvantage of the strategies used by the teacher is students often take time in making groups and noisy. These findings imply that choosing the suitable strategies to help students cope with their anxiety in speaking English need some considerations, such as students’ abilities, needs, as well as classroom circumstances.
Pengembangan Lembar Kerja Siswa Tematik Tema Indahnya Persahabatan Berbasis Inkuiri Terbimbing di Kelas III SDN Polisi 4 Candraini, Hesti; Hayu, Wiworo Retnadi Rias; Kurniawati, Atin
El-Mujtama: Jurnal Pengabdian Masyarakat  Vol. 4 No. 3 (2024): El-Mujtama: Jurnal Pengabdian Masyarakat
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/elmujtama.v4i3.2046

Abstract

This study aims to develop and test the feasibility of Thematic Student Worksheets (LKS) based on Guided Inquiry as a handbook or self-learning material for third-grade students on the theme of Beautiful Friendship, with the sub-theme of Plant Friends in the 2013 Curriculum. The main material of the LKS includes friendship towards all living beings. This research is a type of R&D research adopting the 4D model development steps, but in this study, only 3D was used, namely: Define, Design, and Develop. The research instrument used is a product validation questionnaire conducted by one expert, one material expert, and three elementary school teachers. Product trials were conducted on third-grade students at SDN Polisi 4 Bogor, with 6 students as individual trial subjects and 28 students as limited trial subjects. Data analysis used quantitative and qualitative methods using a Likert scale. The result of this research is the "Plant Friends" LKS based on Guided Inquiry in third grade at SDN Polisi 4 Bogor, which is of very good quality based on assessments from material experts, media experts, teacher assessments, individual assessments, and limited trial assessments. Based on this data analysis, the Thematic LKS "Plant Friends" based on Guided Inquiry developed falls into the category of very good, making it suitable for use as self-learning material for third-grade students in elementary school.
CAF Dimensions As Measures Of University Students’ Writing Proficiency In Arabic As A Foreign Language Syaifullah, Syaifullah; Jatmiko, Rumpoko Setyo; Fransisca, Malia; Mahendra, Ahdiyat; Kurniawati, Atin; Setyawan, Cahya Edi
Ijaz Arabi Journal of Arabic Learning Vol 9, No 2 (2026): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v9i2.37691

Abstract

Writing in Arabic remains a persistent challenge for non-native university learners, primarily due to the interplay between structural limitations and affective barriers—an intersection that has received limited integrative investigation. This study aims to identify and analyze the main obstacles faced by students in Arabic academic writing using the CAF (Complexity, Accuracy, Fluency) framework, as conceptualized by Barrot and Agdeppa (2021), which serves as the primary analytical lens. A descriptive-qualitative approach was employed, involving textual analysis of student writing samples and thematic analysis of responses collected through a Google Form questionnaire. The findings reveal that students struggle to construct complex syntactic structures, maintain grammatical accuracy, and sustain coherent idea development. These three dimensions are interdependent and further exacerbated by psychological factors such as fear of making mistakes and low self-confidence. The study concludes that writing difficulties are not purely linguistic but are also shaped by affective and cognitive dimensions. Theoretically, this research contributes to a deeper understanding of the interrelationship between linguistic competence and psychological readiness in academic writing. Practically, the findings offer pedagogical implications for designing more integrative writing instruction that emphasizes syntactic exploration, functional grammar internalization, and the development of metacognitive strategies.
Penguatan Kapasitas Guru Bahasa Inggris SMA dalam Mengenal Konsep Deep Learning dan CEFR: Capacity Building Program on Understanding the Concepts of Deep Learning and CEFR for Senior High School English Teachers 'Arifin, Zainal; Kurniawati, Atin; Rohardiyanto, Irwan; Solikhah, Imroatus; Sujito, Sujito; Budiharso, Teguh; Anissatusholihah, Anissatusholihah; Maharani, Apri Salwa Sasmita
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9449

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat kapasitas guru Bahasa Inggris jenjang SMA di kabupaten Klaten, Jawa Tengah dalam mengenal konsep deep learning dan Common European Framework of Reference for Languages (CEFR) sebagai kerangka acuan pembelajaran. Kegiatan ini dilatarbelakangi oleh masih beragamnya pemahaman guru terhadap kedua konsep tersebut serta kecenderungan pemaknaan yang bersifat teknis dan belum terintegrasi dalam kerangka pedagogis pembelajaran Bahasa Inggris. Oleh karena itu, kegiatan difokuskan pada penguatan konseptual. Kegiatan dilaksanakan selama satu hari melalui pemaparan materi dan diskusi reflektif. Metode pengumpulan data meliputi angket terbuka prakegiatan dan pascakegiatan untuk mengidentifikasi pemahaman peserta, serta observasi selama kegiatan berlangsung. Data dianalisis secara deskriptif untuk melihat kecenderungan respons dan pemahaman peserta terhadap materi yang disampaikan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap deep learning sebagai pendekatan pembelajaran yang menekankan pembelajaran bermakna dan proses berpikir mendalam. Selain itu, guru mulai memahami CEFR sebagai kerangka acuan yang dapat membantu melihat arah pengembangan kemampuan berbahasa siswa. Meskipun kegiatan ini belum sampai pada tahap implementasi pembelajaran, hasilnya menunjukkan penguatan kesadaran pedagogis guru sebagai landasan awal untuk pengembangan praktik pembelajaran Bahasa Inggris yang lebih terarah.
Co-Authors 'Arifin, Zainal Amril, La Ode Anissatusholihah, Anissatusholihah Arief Eko Priyo Atmojo Candraini, Hesti Fransisca, Malia Hartono, Rudi Imroatus Solikhah Irwan Rohardiyanto Lintangsari, Adiningsih Maharani, Apri Salwa Sasmita Mahendra, Ahdiyat Muchtar Hanafi Prasetyo, Dika Dwi Prasetyo, Dika Dwi Puteri, Finka Andriani Rudi Hartono RUMPOKO SETYO JATMIKO, RUMPOKO SETYO Rusi Rusmiati Aliyyah Setyawan, Cahya Edi Sri Susanti Sujito Sujito Syaifullah Syaifullah Teguh Budiharso Wiworo Retnadi Rias Hayu, Wiworo Retnadi Rias