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Mirjam Anugerahwati

Universitas Negeri Malang

Author-ID : 3105308

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

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Effect of story maps on EFL students’ achievement in writing narrative texts Fardhila Sheli Rahmawati; Bambang Yudi Cahyono; Mirjam Anugerahwati
Journal on English as a Foreign Language Vol 8, No 2 (2018): Issued in September 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.877

The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.

Space Lexicalization in English Language Education Students’ Narrative Writing Naima Khairunisa; Yazid Basthomi; Mirjam Anugerahwati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i3.950

This article discusses how Indonesian English Language Education Students (ELES) apply space lexicalization in narrative composition. This study also discusses how they understand the concept of space lexicalization. Fifteen master’s degree students in English Language Education are the subjects of this study. A convergent parallel mixed-method research design was utilized in this study. The data of this study are a set of tests on space lexicalization and a writing test. The test on space lexicalization is used to investigate the participants’ understanding of space lexicalization’s concept, while the writing test is utilized to investigate how they apply space lexicalization in narrative writing. The results show that the subjects understand the concept of space lexicalization and they can apply space lexicalization in narrative writing. This shows that Indonesian ELES has acquired space lexicalization in narrative writing, although some of them produce grammatical mistakes and incorrect combinations of spatial words.

Initial Activities Encouraging Students’ Autonomous Learning: Faculty Teacher Training and Education Program Khulaifiyah Khulaifiyah; Utami Widiati; Mirjam Anugerahwati; Nunung Suryati
J-SHMIC : Journal of English for Academic Vol. 10 No. 1 (2023): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2023.vol10(1).11228

Initial activities become important as the stepstone to raise students’ autonomous level. The study aims to explore lecturers’ initial activities to encourage students’ autonomous learning. Autonomous learning is a process to be apprehensive of taking control of literacy. This study used a case study and a content analysis in the qualitative exploration. The English teacher educators at the English language education department, the faculty of teacher training and education in Pekanbaru became the research samples. A qualitative approach is chosen as exploration design with the help of Nvivo 12 Apps since interviews come as the main instrument. Some interview points questioned how lecturers help learners comprehend the material, determine their particular pretensions, chancing out supporting coffers. The study reveals that the lecturer's exertion as the initial activities were giving the material explanation, giving information about the course figure, giving assignments, giving what students need, giving provocation or motivation, sharing experiences, making personal approach, exercising, being a Model, making agreement letter, warning, having a concession, having references of material, participating gests, checking students’ appreciation by reviewing, giving question and test. Yet, giving assignments collectively or in collaboration, systems or incidental test becomes a proposed exertion in the initial process to enhance learners’ autonomous.

An Analysis of Grammatical Errors in Writing Recount Texts by the Tenth Graders Bella Rizky Amelia; Sri Rachmajanti; Mirjam Anugerahwati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Abstract: This study was conducted to analyze the grammatical errors in writing recount texts by the tenth graders. A table analysis and a questionnaire were being used in this study. The data was analyzed based on the surface strategy taxonomy that was adapted from Dulay, Burt, and Krashen (1982). The errors were classified into four categories; omission, addition, misformation, and misordering. The subject was 24 students. This study used a qualitative method which was a descriptive analysis. There were some instruments in this study; the writing task, the table of analysis, the questionnaire and the scoring formula. The result of this study shows that the students still made grammatical errors in writing the recount text. There are 447 errors in the students' writing. Misformation error becomes the most common error with a frequency 190 errors (42.5). Then, it was followed by 162 omission errors (36.3%), 86 addition errors (19.2%), 9 misordering errors (2.0%). The questionnaire findings indicate that most students did not understand how to apply the grammar rules in their writings and teachers need to give more explanation how to apply the grammar rules in writing. Keywords: grammatical errors, recount text, tenth graders Abstrak: Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa dalam penulisan teks recount oleh siswa kelas 10. Penelitian ini menggunakan tabel analisis dan kuesioner. Data dianalisis dengan berdasarkan surface strategy taxonomy yang dikemukakan oleh Dulay, Burt, and Krashen (1982). Kesalahan-kesalahan yang ada dibagi menjadi empat kategori; omission, addition, misformation, dan misordering. Subyek penelitian terdiri dari 24 siswa. Penelitian ini menggunakan metode kualitatif, lebih tepatnya analisis deskriptif. Instrumen yang digunakan antara lain; tugas menulis, tabel analisis, kuesioner, dan rumus skoring. Hasil penelitian menunjukkan bahwa siswa masih membuat kesalahan dalam menulis teks recount. Terdapat 477 kesalahan dalam tulisan siswa. Kesalahan misformation menjadi kesalahan yang paling umum dengan frekuensi sebanyak 190 kesalahan (42,5%), diikuti oleh kesalahan omission sebanyak 162 (36,3%), kesalahan addition sebanyak 86 (19,2%), dan kesalahan misordering sebanyak 9 (2,0%). Menurut kuesioner, kesalahan ini masih terjadi karena kebanyakan siswa masih bingung mengenai penerapan tata bahasa dalam tulisan mereka. Oleh sebab itu, guru dianjurkan untuk menjelaskan lebih jauh mengenai cara penerapan tata bahasa dalam menulis. Kata kunci: grammatical errors, recount text, siswa kelas X

Conversational Style of Male and Female Characters in Game of Thrones Season 8 Tati Khumairoh; Mirjam Anugerahwati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 5 (2021)
Publisher : Universitas Negeri Malang

Abstract: This study aims to find out what are conversational features used by male and female characters in Game of Thrones season 8, how it is represented in their conversation, and how power and social status affect characters' linguistic behavior. This study used a descriptive qualitative research design. The data of this study are twenty-two conversations taken from episode 1 up to episode 6 of season 8. There are four conversational style features discussed in this study: (1) talkativeness, (2) interruption, (3) compliments, and (4) minimal responses. The results show that all four features are found in the conversations, but they are manipulated differently by male and female characters. Also, the use of gender conversational style features in this case seems universal. Female characters are more talkative which confirms the theory of women’s language. Male characters also use female conversational style more frequently in terms of minimal responses and compliments. However, power plays an important role in this case since it enables characters to be more dominant which reflects that gender is not the only factor to control the conversation. Keywords: compliments, conversational style, interruptions, minimal response, talkativeness Abstrak: Penelitian ini bertujuan untuk mengetahui gaya percakapan yang digunakan oleh pemeran pria dan wanita dalam serial berjudul Game of Thrones Season 8, bagaimana gaya tersebut direpresentasikan dalam percakapannya, dan bagaimana kekuasaan dan status sosial mempengaruhi perilaku linguistik karakter. Penelitian ini menggunakan desain penelitian deskriptif kualitatif. Data dalam penelitian ini adalah dua puluh dua percakapan yang diambil dari episode 1 hingga episode 6 di season 8. Ada empat fitur gaya percakapan yang dibahas dalam penelitian ini: (1) tingkat keaktifan berbicara, (2) interupsi, (3) pujian, dan (4) tanggapan minimal. Hasil penelitian menunjukkan bahwa keempat fitur ditemukan dalam series ini, namun dipraktekkan secara berbeda oleh karakter pria dan wanita. Selain itu, penggunaan fitur gaya percakapan gender dalam hal ini terkesan universal. Karakter perempuan lebih banyak bicara yang mana mendukung teori gaya bahasa wanita. Karakter pria juga lebih sering menggunakan gaya percakapan wanita dalam hal memberikan tanggapan minimal dan pujian. Namun, kekuasaan memainkan peran penting dalam hal ini karena memungkinkan karakter lebih dominan dan menjelaskan bahwa gender bukan satu-satunya faktor yang mengendalikan percakapan. Kata kunci: gaya percakapan, interupsi, respon minimal, pujian

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.

Cognitive Presence in Blended Learning: An Investigation of Students’ Perceptions and Expectations Dilla Sufianita; Primardiana Hermilia Wijayati; Mirjam Anugerahwati
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v9i2.3002

This study examines English students’ perceptions and expectations of the cognitive presence in a blended learning environment. It utilized the sequential explanatory strategy which combined the survey design and interview to obtain the data. The results indicate that students’ perceptions derived from experience are different from their expectations at some points. Few students take the initiative to prepare actively by reading more information related to the course or establishing learning goals. Additionally, students who do not prioritize preparation tend to depend solely on their teachers for course explanations. The findings suggest that self-regulation is critical to effective learning and that students need to explore and gather information themselves to succeed. Furthermore, students expect to search for relevant information online and participate in discussions to stimulate critical thinking and enrich their learning experience. These results can assist teachers and instructional designers in designing blended learning environments that promote students' cognitive presence and foster effective learning.

Gender Stereotypes Portrayed in Five Most Popular Indonesian Folktales: Literature in ELT Sari, Alfia; Sueb, Sueb; Anugerahwati, Mirjam
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 7 No. 01 (2024): June 2024
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v7i01.10715

Folktales have been a medium through which children can transfer knowledge, language, and cultural values at an early age. The existence of folktales cannot be separated from the values prevalent in society. Numerous moral principles are sound for life. As literary works for learning, folktales should introduce gender roles. However, some local cultures and ideologies can represent the role of gender in some areas. Therefore, this study investigates the gender stereotypes in the five most popular Indonesian folktales: Roro Jonggrang, Timun Mas, The Legend of Malin Kundang, The Origin of Lake Toba, and Bawang Merah Bawang Putih. These stories were chosen because they are the most searchable folktales online and are the most used as learning materials in Indonesian school textbooks: English for Nusantara and When English Rings a Bell. Critical discourse analysis (CDA) analyzes the relationship between discourse language and other semiotic cues. The results revealed two aspects of each character's social and domestic roles. The male characters dominate the stories, where male characters are depicted as people who work, travel, and fight. In contrast, female characters are depicted as housewives who do all the housework. This showed a patriarchal culture is involved in the stories, which impacts the portrayal of men and women in society. Therefore, gender construction in these five most popular folktales is needed as they are used as learning materials to teach values to young learners.

Students’ Perception toward Microteaching Class in Relation with Internship Program Azzahra, Sabrina Dwi; Anugerahwati, Mirjam
Journal of Language Literature and Arts Vol. 4 No. 7 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um064v4i72024p763-779

Microteaching is one of the core courses required by English Language Education students before undertaking an internship program. To be a professional teacher, a teacher must have 4 competencies those are pedagogical competence, personality competence, social competence, and professional competence. Thus, microteaching is needed for students-teachers to help them improve their teaching skills. The purpose of this study is to highlight the students’ perception of microteaching courses on specific topics such as students’ experiences in improving their teaching skills through feedback given by their lecturer and friends, the importance of microteaching for students, and students' need during the process of the microteaching class. The research subjects were 35 undergraduate English Language Education students (2018 cohort) who have taken microteaching courses and internship programs. This research used a qualitative descriptive method using explorative case study. The instruments for the data collection were questionnaires and interviews. The result showed positive attitudes towards the microteaching course. This research discovers the usefulness of microteaching classes in 3 aspects which are enriching students' knowledge before they teach in a real situation in an internship program, improving teaching skills to be implemented in their internship program, and helping students get the basic knowledge from the lecturer for developing lesson plans and learning media. Moreover, it builds student-teachers’ self-confidence and increases teaching skills in peer-teaching.

ARTIFICIAL INTELLIGENCE (AI) IN LANGUAGE LEARNING (ENGLISH AND ARABIC CLASS): STUDENTS’ AND TEACHERS’ EXPERIENCE AND PERCEPTIONS Yatri, Deni; Anugerahwati, Mirjam; Setyowati, Lestari
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 3 No. 1 (2023): NOVEMBER
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v3i1.1338

This study explores the integration of Artificial Intelligence (AI) in language learning within English and Arabic classes. The research involved 18 participants, encompassing learners and teachers of both languages. It aims to understand their experiences, perceptions, and challenges when incorporating AI into language education. Learners demonstrated diverse use of AI tools such as Chat GPT, Grammarly, and Elsa, leveraging them for various language learning aspects including writing enhancement, speaking practice, and translation. While English learners extensively employed multiple AI tools, Arabic learners primarily relied on Chat GPT for scientific paper writing, with limited exploration of other available AI variations. Participants generally viewed AI integration positively, recognizing its facilitative role in learning, yet raised concerns about potential over-reliance, plagiarism risks, reduced creativity, and inaccuracies. Teachers relied on Grammarly for grammar correction and Chat GPT for language tasks, emphasizing the need for human validation to ensure contextual accuracy despite acknowledging AI benefits. Challenges identified included limited access due to premium features, connectivity issues, and ethical concerns surrounding AI-generated content. The study emphasizes AI's significance as a valuable aid in language education while cautioning against excessive reliance. It highlights the necessity for human intervention to validate AI-generated content, stressing critical thinking and a balanced approach to leverage AI's advantages while mitigating its potential drawbacks.

Co-Authors Abargiel, Kauna Bismie Abdul Halim Adira Lizaria Khafshoh Afendi Hamat Agnesia, Wega Dhea Alfia Rachma Firnanda Alfia Sari Alfiani, Syafira Ali Saukah Anik Nunuk Wulyani Ardhi Eka Fadilah Arif Rahman Atika Kumala Dewi, Atika Kumala 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 Dilla Sufianita Dwindah Mar'ah Shoolihah Edi Suharyadi Ekaning Dewanti Laksmi El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Emalia Iragiliati Eni Fauziah Harahap Enny Irawati Eny Suspartiana Evi Eliyanah Fadly, Firlyano Fardhila Sheli Rahmawati Fika Megawati Firda Febriana Azahra Francisca Maria Ivone Frida Unsiah Furaidah Gema Diniah Setra Hamat, Afendi Hany Noviya Heny Kusdiyanti, Heny Ima Chusnul Chotimah Imamyartha, David Indawan Syahri Johannes A. Prayogo Khafshoh, Adira Lizaria Khasanah, Tanti Nur Khofifah, Mutiara Khulaifiyah Khulaifiyah, Khulaifiyah Kummala, Alvina Zulfa Kustyasari , Dian Lestari Setyowati Lutfiyan Khusyabaroh M. Misbahul Amri Mahbub, Moh. Arif Maulidea Putri Artikasari Merliyani Putri Anggraini Meta Nur Fitriyanti Muhamad Ali Agung Baroto Mustofa, Mutmainnah Nadya Rezkhita Dwiana Nafisah, Nahdia Ilma Naima Khairunisa Nanang Zubaidi Nisrina Nurhaliza Noverita Wahyuningsih Nunung Suryati Nur Alfiana Isnaini Nur Mahmudi Nur Mukminatien Nurdin, Magfirah Nurenzia Yannuar Nurenzia Yannuar Nuriyah Sa'adah Nurkamilah Nurkamilah Nurwadi, Nurul Fadilah Primardiana Hermilia Wijayati Putri, Elsa Desi Putri, Nadya Aulia Rahma, Adillah Elifta Rahmadsyah Lubis Rahmawati, Fardhila Sheli Rida Cahyani Dwi Sukamto Risvi Uly Rosyidah Roro Millatu Al-Ghaniy Rosyida Asma’ul Husna Rosyidah, Umniyah Juman Sabila, Arinas Sari Karmina Sari Karmina SARI, ALFIA Setiawan Furqoni Shah , Shanina Sharatol Ahmad Sheila Agustina Sintha Tresnadewi Siti Muniroh Sofia Imania Sri Handayani Siregar Sri Rachmajanti Suci Nugrah Amalia Sueb Suharmanto Suharyadi Sukma, Danti Permata Syamsul Arifin Tati Khumairoh Toukta Solathtanavong Ubaidillah, M. Faruq Uswatun Hasanah Utami Widiati Utami Widiati Utari Praba Astuti Wahyu Nur Azizah Wienda Febriyanti Nugroho Wijaya, Robby Wulandari, Anggi Putri Suri Yatri, Deni Yazid Basthomi Yusnita Febrianti Yusparizal Yusparizal

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