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Mirjam Anugerahwati

Universitas Negeri Malang

Author-ID : 3105308

Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Moodle and Telegram to develop students’ language performance and knowledge co-construction in technology-enhanced CLIL David Imamyartha; Utami Widiati; Mirjam Anugerahwati; Afendi Hamat
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28295

This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students’ postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students’ in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.

Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context Amalia, Suci Nugrah; Widiati, Utami; Rachmajanti, Sri; Anugerahwati, Mirjam; Waluyo, Budi
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34942

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.

Moodle and Telegram to develop students language performance and knowledge co-construction in technology-enhanced CLIL Imamyartha, David; Widiati, Utami; Anugerahwati, Mirjam; Hamat, Afendi
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28295

This study compared Moodle and Telegram as mobile-instant messaging (MIM) to understand how the platforms performed in technology-enhanced content and language integrated learning (TECLIL) settings. It involved 68 English for Academic Purpose (EAP) students enrolled in two groups, i.e., Moodle group and Telegram group. Using the mixed-method design, the study garnered quantitative data through pre- and post-tests of language performance coupled with post-tests of spoken presentation, content knowledge, and collective knowledge co-construction. Qualitative data concerning the interaction patterns in online discussion forums were amassed by retrieving students postings on both platforms. This study garnered additional quantitative data as covariates, which involved a survey of technology acceptance and a survey of teacher evaluation. Upon analysis, paired sample t-test was operative to identify noteworthy differences between groups with respect to technology acceptance, evaluation of teacher performance, language performance, and content knowledge. For the qualitative inquiry, thread analysis on the interaction patterns in both groups was conducted to scrutinize their depth of knowledge co-construction. Although the interaction trends in both platforms mark the dominance of knowledge sharing, the findings lend credence to the stronger potential of Moodle to empower students in-depth knowledge co-construction while exercising their subject-specific language performance. For deep engagement in knowledge co-construction and authentic language use, teachers need to provide appropriate scaffolding through modeling effective collaboration, making explicit the characteristics of quality discussion, and establishing a mutual understanding of what students need to achieve in the online discussion forum.

Co-Authors A Halim Abargiel, Kauna Bismie Abdul Halim Adira Lizaria Khafshoh Afendi Hamat Agustina, Sheila Alfia Rachma Firnanda Alfia Sari Alfiani, Syafira Ali Saukah Alvina Zulfa Kummala Amalia, Suci Nugrah Anggi Putri Suri Wulandari Anik Nunuk Wulyani Ardhi Eka Fadilah Arif Rahman Arinas Sabila Atika Kumala Dewi Aulia Adilla Aji Aulia Adilla Aji Azahra, Firda Febriana Azzahra, Sabrina Dwi Bambang Yudi Cahyono Bella Rizky Amelia Budi Waluyo Chotmaniyah Chotmaniyah Chusnul Chotimah, Ima David Imamyartha Dhimas Onny Permadi Dian Kustyasari Dilla Sufianita Ekaning Dewanti Laksmi El Sulukiyyah, Ana Ahsana Emalia Iragiliati Enny Irawati Eny Suspartiana Evi Eliyanah Fadly, Firlyano Fardhila Sheli Rahmawati Fika Megawati Firda Febriana Azahra Francisca Maria Ivone Frida Unsiah Furaidah Hamat, Afendi Hany Noviya Heny Kusdiyanti, Heny Imamyartha, David Indawan Syahri Johannes A. Prayogo Khasanah, Tanti Nur Khofifah, Mutiara Khulaifiyah Khulaifiyah, Khulaifiyah Lestari Setyowati Lutfiyan Khusyabaroh M. Misbahul Amri Mahbub, Moh. Arif Maulidea Putri Artikasari Merliyani Putri Anggraini Muhamad Ali Agung Baroto Mustofa , Mutmainnah Nadya Rezkhita Dwiana Nafisah, Nahdia Ilma Naima Khairunisa Noverita Wahyuningsih Nunung Suryati Nur Mahmudi Nur Mukminatien Nurdin, Magfirah Nurenzia Yannuar Nurkamilah Nurkamilah Primardiana Hermilia Wijayati Putri, Nadya Aulia Rahma, Adillah Elifta Rahmawati, Fardhila Sheli Rida Cahyani Dwi Sukamto Risvi Uly Rosyidah Roro Millatu Al-Ghaniy Rosyida Asma’ul Husna Rosyidah, Umniyah Juman Sari Karmina SARI, ALFIA Setiawan Furqoni Shah , Shanina Sharatol Ahmad Sintha Tresnadewi Siti Nadhifah Sofia Imania Sri Rachmajanti Sueb Suharmanto Suharyadi Sukma, Danti Permata Tati Khumairoh Toukta Solathtanavong Ubaidillah, M. Faruq Umniyah Juman Rosyidah Uswatun Hasanah Utami Widiati Utari Praba Astuti Wahyu Nur Azizah Wienda Febriyanti Nugroho Wijaya, Robby Yatri, Deni Yazid Basthomi Yusnita Febrianti Yusparizal Yusparizal

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