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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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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.

Gamification in Duolingo App on Improving English Listening Proficiency of Junior High School Students Rosyidah, Umniyah Juman; Dewanti Laksmi, Ekaning; Anugerahwati, Mirjam
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 7, No 1 May (2023): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i1.5377

Gamification is considered as a strategy to involve students in solving problems related to learning English, rather than playing games. Duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in English learning. This study aimed at investigating whether the use of gamification in Duolingo App can improve the listening proficiency of junior high school students in English. This research uses quasi-experimental design with quantitative approach. The data is collected using test and observation and analyzed using SPSS 26 App. The results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. It is concluded that gamification in Duolingo app affects English listening proficiency of junior high school students. Hence, Duolingo App has the potential to serve as a valuable tool for educators to enhance their students' listening skills. Additionally, gamification can form the foundation for the development of technological learning resources. However, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population.

THIRST TWEETS: WOMEN’S LANGUAGE USED TO SEXUALLY OBJECTIFY MEN Sukma, Danti Permata; Anugerahwati, Mirjam; Yannuar, Nurenzia
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i22022p51-62

This study explores thirst tweets as sexual objectification with women as the writers and men as the targets, and the reason this phenomenon is allowed by society. As a new trend by BuzzFeed, thirst tweets are a set of tweets where mostly women compliment celebrities’ bodies. The data were gathered from a playlist video under the account BuzzFeed Celeb on YouTube. Firstly, Fairclough’s (2013) CDA and Langton’s (2009) Sexual Objectification theories were used to analyze the social relations of thirst tweets with sexual objectification. Secondly, watching the celebs’ reactions and comparing it to Berdahl et al. (1996) answered public’s tolerance in objectifying men. The results show that the construction of thirst tweets is in the form of reducing to the body and appearance, using violent language, and calling the celebs ‘daddy’. Also, the celebrities’ reactions and power play an important part in that the objectification is justifiable. While few felt uncomfortable, the male celebs still act polite by thanking the writers. Writers, as the consumers in a fandom, felt they are entitled to objectify these celebrities.

The Impact of CLIL on Students' English Skills and Competences in Primary School Sari, Alfia; Rachmajanti, Sri; Anugerahwati, Mirjam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.

Teaching Writing Skill Using Instagram and Paper & Pen Alfiani, Syafira; Wijayati, Primardiana Hermilia; Anugerahwati, Mirjam
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 4 (2024): RIELS Journal, December
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i4.1102

In this study, students’ writing score were analyzed to see whether group of students who use paper and pen or Instagram were more effective to be used in teaching writing skill. Besides, students’ response towards those two different methods were analyzed. Comparative research was carried out to know which method is more significance. By using one-way anova, the significance between the comparation use of paper and pen and social media (Instagram) is endeavored during writing process. The research was conducted in five treatments after pre-test were given and followed by post-test. Besides, questionnaire which consist of five close ended questions was also given to endeavor students’ response. The findings from both groups showed that students’ score who used Instagram was more significance. As it was shown that p-value > 0,05 (alpha) which can be concluded that there is significance different between variables of pre-test and post-test of group of students who used Instagram and paper and pen. The result of the questionnaire showed students used Instagram were more positive rather than students who used paper and pen. Students in Instagram group were more comfort during learning writing since they get much more entertainment and vocabulary enrichment through related post appeared on their Instagram account.

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.

ISSUE IN MERDEKA CURRICULUM: ANXIETY LEVELS OF EFL TEACHERS IN INDONESIAN JUNIOR HIGH SCHOOLS Khasanah, Tanti Nur; Anugerahwati, Mirjam; Karmina, Sari
Erudio Journal of Educational Innovation Vol 11, No 2 (2024): Erudio Journal of Educational Innovation
Publisher : Universitas Brawijaya

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

The lack of highlight on teachers’ psychological aspects in scientific study triggers the urgency to frame their teaching anxiety. In Indonesian context, educational sectors adapt new curriculum that motivates teachers to create innovations. Unfortunately, the trends center students’ aspects and exploration on teachers’ wellbeing is underexplored. Therefore, this study is objectively aimed to reveal the anxiety levels of EFL teachers in ELT practices under the influence of Merdeka curriculum in junior high schools and to scrutinize the significant differences of their anxiety levels based on the vary of demographic profiles. Quantitative research with survey design was conducted by spreading online and offline 5-points Likert scales of FLTAS (Foreign Language Teaching Anxiety Scales) questionnaire modified from Aydin & Uştuk (2020), to the 60 EFL teachers in Surakarta who professionally experienced in adapting the new curriculum. The data were analyzed by running descriptive analysis, t-test, and ANOVA on SPSS v.29.0. The results showed that teachers performed low frequent anxiety levels on language proficiency (=1.73-2.27), teaching experience (=1.65-2.07), apprehension of evaluation (=1.98-2.23), and time management (=1.93-2.08). Interestingly, they reported high frequent anxiety regarding issues of students’ interest (=2.78-3.13). The demographic backgrounds on gender, school types, and teaching experiences contributed significant variations on their anxiety. The further findings and discussions are portrayed on the following reports.

Teaching Strategies to Cope High School Students with Special Needs in EFL Class Khofifah, Mutiara; Anugerahwati, Mirjam
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 1 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i1.61160

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies

The Impact of CLIL on Students' English Skills and Competences in Primary School Alfia Sari; Sri Rachmajanti; Mirjam Anugerahwati
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

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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