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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.

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.

English Teacher Educators’ (Etes’) Autonomous Learning Perceptions in Tertiary Level of Riau Province Khulaifiyah, Khulaifiyah; Widiati, Utami; Anugerahwati, Mirjam; Suryati, Nunung
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.461

The idea of autonomous learning is correlated with adult education, therefore, the ETEs views about this idea is being focused to bring about positive academic behaviors for the learners’ successful in language learning and to set autonomous personal quali-ties in terms decision making-ability, learner independency, psychology of learning and level of learner autonomy. With the help of NVivo 12 Software, this qualitative study investigates English teacher educators' (ETEs’) perception on autonomous learning in tertiary level of Riau Province. There were 6 ETEs agreed to be active informants and participated in interviews and observations. Structured interviews were in charge of taking primary data. Meanwhile observations become supportive data. After the data was collected and transcribed, the researchers identify, classify, and categorize the essential data from the interviews, create the coding and run into matrix coding in Nvivo 12 software. The findings inform us that they agreed with the importance of decision making for the EFL learners under the student-centered learner approach; yet, they perceived that learner independency was still low, meanwhile, for the psychology of learning, the ETEs’ still have little attention since the level of learner autonomy was still lied on the amount of instructions and practices. In sum up, the ETEs' perceived autonomous learning lexically as a life skill that language learners, particularly adult learners should poses as a language learner identity. However, the ETEs’ still insist to assist learners to attain learning success while making them expert in decision- making.

Autonomous Learning among EFL Undergraduate Students in Selected Private Indonesian Islamic University: Voices and Activities Khulaifiyah, Khulaifiyah; Anugerahwati, Mirjam; Widiati, Utami
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 2 (2022): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v4i2.9306

Learner autonomy has recently been recognised as an essential component of changes in higher education. The word 'LA' can be misunderstood because it may be viewed differently in various settings. Hence, this study explores whether the students at higher levels of education in Indonesia have better perceptions and efforts to enhance their autonomous learning. Questionnaires and interviews were asked with EFL students in collecting the data. The study sample consisted of 95 students randomly selected from FTTE Islamic University of Riau. This study applied a mix-method, and descriptive statistical testing was employed to analyse the data and determine the research questions. NVivo 12 explored how the students perceived the autonomous learning process. The result showed that the EFL learners mostly perceive autonomous learning as independent learning under one’s target, involving personal learning styles and strategies with the teacher's assistance. A significance value (p) was obtained at the time of initiation, monitoring, and evaluation of the data, respectively 0.286; 0.533; 0.744. So, all the p-value was >0.05. It requires no significant effort in initiating, monitoring, and evaluating among different levels. In addition, there was no significant difference between the efforts of the initiating, monitoring, and evaluating activity performed among EFL learners either in the second, fourth, or sixth level. This point is that EFL learners are not independent in selecting when and how to initiate, monitor, and evaluate autonomous learning. So, this fact shows us that the higher semester level did not guarantee better effort toward autonomous learning activities.

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher Megawati, Fika; Shah , Shanina Sharatol Ahmad; Anugerahwati , Mirjam; Ubaidillah , M. Faruq; Mustofa , Mutmainnah; Agustina, Sheila
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1156-1176

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.

Describing The ELE Fresh Graduate Students’ Habit of Listening to English Songs and Listening Self-Efficacy Fadly, Firlyano; Anugerahwati, Mirjam
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 7: JULY 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i7.25109

Listening is one of the essential language skills, but previous research has shown that listening is one of the most difficult language skills to acquire. There are two main factors that can cause problems when learning listening skills, there are external and internal. Self-efficacy is one of the internal factors. On the other hand, English songs are said to be an effective medium for students to learn listening skills. The purpose of this study is to describe the ELE fresh graduate student’s habit of listening to English songs and their listening self-efficacy. The study is using descriptive study, there are 40 participants, and the researcher used a questionnaire and in-depth interviews to collect the data. The research showed that there is positive result from participants’ habit of listening to English songs and their listening self-efficacy. There are some main factors of English songs that help students to improve their listening, namely the lyrics, the exposure of new vocabulary, and the positive effect on students’ mood.

Fostering Students’ Listening Comprehension Skill through Metacognitive Strategies Instructions: An Action Research Study Rahma, Adillah Elifta; Anugerahwati, Mirjam
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 8: AUGUST 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i8.25116

This study sought to provide a nuanced understanding of how can metacognitive strategies can be implemented for improving students’ listening comprehension skill of Eight graders students of Junior High School in Malang. This study employed Classroom Action Research in one cycle. This study was done in eight meetings, in which the preliminary and final tests were done in first and last meetings. Each meeting employed metacognitive strategies and Three-Phase Technique simultaneously; 1) Planning stage with Pre-listening phase, 2) Monitoring stage with Whilst-listening phase, and 3) Evaluating stage with Post-listening phase. The data gathered qualitatively through observation sheets, field notes, students’ interview, students’ questionnaire. The findings of this study found several trends of MSI that can improve students’ listening skill, namely strengthen students’ prior knowledge, incorporate process-based discussion, and the importance of teacher’s talk in MSI. However, Therefore, for further research in the same realm, it is urged to employ the results of this study as one of references in conducting research in similar field of the study. However, deeper evaluation concerning the findings of this study also need to be taken into account as this study could not be used as overgeneralization context as this study only use small sample.

Co-Authors A Halim Abargiel, Kauna Bismie Abdul Halim Afendi Hamat Agnesia, Wega Dhea Agustina, Sheila Alfia Rachma Firnanda Alfiani, Syafira Ali Saukah Amalia, Suci Nugrah 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 Dwiana, Nadya Rezkhita Edi Suharyadi Ekaning Dewanti Laksmi El Khoiri, Niamika 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 Gema Diniah Setra Hamat, Afendi Hany Noviya Heny Kusdiyanti, Heny 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 Muhamad Ali Agung Baroto Mustofa , Mutmainnah Nafisah, Nahdia Ilma Naima Khairunisa Nanang Zubaidi Noverita Wahyuningsih Nunung Suryati Nur Mahmudi Nur Mukminatien Nurdin, Magfirah Nurenzia Yannuar Nurkamilah Nurkamilah Nurwadi, Nurul Fadilah Primardiana Hermilia Wijayati Putri, Elsa Desi 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 Sabila, Arinas Sari Karmina SARI, ALFIA Setiawan Furqoni Shah , Shanina Sharatol Ahmad Sintha Tresnadewi Sofia Imania Sri Rachmajanti Sueb Suharmanto Suharyadi Sukma, Danti Permata Syamsul Arifin Tati Khumairoh Toukta Solathtanavong Ubaidillah, M. Faruq Uswatun Hasanah 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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