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Prosodic reading and reading comprehension in university Aulia Rahmawati; Ida Rosmalina; Hesti Wahyuni Anggraini
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.

PREPARING 21ST CENTURY STUDENTS: WORLD LITERATURE+PROJECT-BASED LEARNING+ ICT USE IN CLASS IDA ROSMALINA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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The 21st Century Skils are a set of abilities that students need to develop in order to succeed in this information age. Partnership for 21st Century Skills lists three different areas of skills to be developed; learning skills, literacy skills, and life skills. This paper aims at describing how World Literature (WL), Project-Based Learning (PBL), and Information and Communication Technology (ICT) could be integratedly implemented in English Language Teaching (ELT) to help students improve their English mastery in general and ultimately prepare them to become 21st century students. This teaching approach refers to an extensive reading assignment given to students in groups of 3 to 5 within a limited time after their formal reading class. There are at least three major uses of this approach: to increase students’ learning skills (critical thinking, creative thinking, collaboration), to enahnce their literacy skills knowledge (exploring the world literature online), and to improve their life skills (productive English language skills). In this appproach the students are required to present a summary of their group work either in writing or in speaking. At the same time they also have to connect any related materials to their story; a song, another similar story from a different country, a film, or else to show their understanding of the materials and how broad their knowledge of the world in relation to the content of the literature.

Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level Fiftinova Fiftinova; Nandang Heryana; Ida Rosmalina
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.264-283

Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL

Pelatihan Pembuatan Media Pembelajaran Berbantuan OpenAI: ChatGPT Dalam Pengajaran Bahasa Inggris Bagi Guru Sekolah Menengah Pertama Tita Wulandari; Sofendi; Alhenri Wijaya; Fiftinova; Eryansyah; Ida Rosmalina; Rita Hayati
TAAWUN Vol. 4 No. 02 (2024): TA'AWUN AUGUST 2024
Publisher : Pusat Penelitian Pengabdian Pada Masyarakat Sekolah Tinggi Ilmu Tarbiyah Al-Fattah Siman Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/taawun.v4i02.771

To improve the teachers’ competencies and skills in using updated digital technology, specifically Artificial Intelligence (AI), this activity aimed at improving the teachers’ competencies and skills in creating learning media by utilizing OpenAI: ChatGPT. It is a community service done by a group of English Education Study Program lecturers at the Faculty of Teacher Training and Education, Universitas Sriwijaya. The activity procedures were program socialization, presentation, discussion, mentoring, and practices. The participants are members of the junior high school English Teachers’ Forum, in Indonesia, known as MGMP Bahasa Inggris SMP, in Lubuklinggau. Firstly, all participants were introduced to artificial intelligence and OpenAI: ChatGPT. Next, they were guided to create a new account, construct proper prompts or instructions, and integrate the platform into their English classroom. Before the workshop, the participants were given a questionnaire to answer. It was found that 100% of them never heard of or used OpenAI: ChatGPT. Nevertheless, positive responses were obtained after the workshop sessions. The participants agreed that it was really helpful for them. They can get creative teaching ideas, prepare classroom learning material, and access unlimited information. Therefore, 63,2% of the teachers strongly agree and 36,8% of the teachers agree that it can enhance the learning experience. Not only that, all participants encouraged the government or authorized institutions to give further workshops related to updated technology. As a result, the participants were able to create learning media using OpenAI: ChatGPT.

Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level Fiftinova Fiftinova; Nandang Heryana; Ida Rosmalina
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.264-283

Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL

IMPROVING SPEAKING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMA METHODIST 2 PALEMBANG BY USING EDMODO Claudia Yunierta Tambunan; Ida Rosmalina; Erlina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 2 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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The objective of this study was to find out whether or not there was any significant differencein English speaking performance of the 11th grade students of SMA Methodist 2 Palembang after being taught using Edmodo. The sample of this study was 26 eleventh grade students of SMA Methodist 2 Palembang which were taken by using convenience sampling method from the total of 136 students. This study used within- group experimental design that is one group pretest-posttest design. Two raters did the scoring for the students’ pre-test and post-test based on the rubric provided by the researcher. To collect the data, the students were given a pretest and a posttest. The data were analyzed by using paired sample t test. The result showed: (1) there was a significant improvement in students’ speaking skill after they were taught by using Edmodo (mean diff=7.23; p-value=.000). The mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-value were <0.05, and (2) the majority of the students agreed that Edmodo was effective to use. In conclusion, Edmodo can be used to improve student’s speaking skill.

STUDENTS’ PERCEPTIONS ON THE USE OF PROJECT-BASED DRAMA LEARNING FOR ENGLISH READING Fiftinova; Rita Inderawati; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 1 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Project-Based Learning provides students opportunities in engaging in a natural-driven context where they use language for talking about their activities. Similarly, Project-based Drama Learning offers beneficial doings which activate students’ motivation, independence, potential, critical thinking and language use. This study aims to describe students’ perception on the use of Project-Based Drama Learning in English language learning. The participants were 30 students who were enrolled in Literature in ELT (English Language Teaching) subject. A questionnaire was given to the students after the project completion. The data from questionnaire were then analyzed by having descriptive statistics. The result shows that most of the students gave agreement to the use of Project-Based Drama Learning. The participants believe that it could facilitate English learning. Additionally, the phases which exceedingly facilitate reading capability are Critical Reading and Character Analysis.

AN INVESTIGATION INTO STUDENTS’ PISA READING LITERACY PERFORMANCE AND READING ENGAGEMENT Gita Realita Chintia; Machdalena Vianty; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 5 No. 2 (2018): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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The objective of this study was to find out reading literacy performance and reading engagement of tenth graders of three public schools in two districts in Palembang based on school location and socioeconomic status (SES). The sample of this study consisted of 254 tenth grade students selected purposively from three public senior high schools in Kemuning and Plaju districts. PISA 2009 Reading Literacy test in English and two questionnaires (reading engagement and SES questionnaires) were used to collect the data, which were analyzed statistically. The finding of this study showed that the students’ PISA reading literacy score in English was 23.39 and it was below the Indonesian Standard of National Education (KKM). It was also at level 3 based on PISA level. In terms of school location, students’ PISA reading literacy score showed significant difference, while in relation to father occupational status which was one of the SES aspects showed that the PISA reading literacy score of the students with white-collar high skilled father and blue-collar low skilled father were different significantly. The results of reading engagement showed that 244 students (96%) had positive attitude toward reading and they stated that they spent 30 minutes or less a day for reading enjoyment as well as have enough time to read online but they rarely spent time reading various types of books in English. In this study, based on school location reading diversity which was one of the aspects of reading engagement showed significant difference.

QUESTIONING CYCLE MODEL IN ENGLISH LEARNING: THE COLLABORATION OF HUMANISM AND CONSTRUCTIVISM APPROACH AT STATE PRIMARY SCHOOLS IN PALEMBANG Margaretha Dinar Sitinjak; Rita Inderawati; Ida Rosmalina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 1 No. 1 (2014): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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This developmental research was aimed to design, try-out, and revise the effectiveness of model in English learning in elementary school. The method in this research was Research and Development (R & D). This research began with the development of learning material, learning process, and instrument evaluation that would be tested limitedly in three elementary schools and 6 teachers and would be tested widely in 15 elementary schools and 30 teachers through questionnaire, observation, interview, and result analysis. The improvement of the final product of questioning cycle model in English learning that collaborated humanism and constructivism approach was based on the feedback in the field trial. The special target that wanted to be achieved in this research was to create an interesting model in English learning for students and learning textbook-centered to make English teaching and learning process easy and fun for primary school pupils. Besides, the model could contribute to scientific publication.

CORRELATION BETWEEN CONSCIENTIOUSNESS AND READING COMPREHENSION ACHIEVEMENT Intan Permata Sari; Ida Rosmalina; Erlina
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 6 No. 2 (2019): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Conscientiousness is one of the personality traits that defined as an individual tendency to be organized, thorough, controlled, decisive and dependable. This study was done to find out (1) the correlation between conscientiousness and reading comprehension achievement, (2) the significant difference in conscientiousness and reading comprehension achievement between male and female students, (3) the significant difference in conscientiousness and reading comprehension achievement between social science students and natural science students, and (4) the contribution of conscientiousness to reading comprehension achievement. The population of the study was the eleventh grade students of one public school in Palembang. One hundred students were purposely selected as the sample on the basis of equal numbers of gender and major. To collect the data, reading comprehension achievement test and conscientiousness questionnaire were distributed to students and analyzed statistically. The findings showed conscientiousness and reading comprehension achievement significantly correlated (p value = 0.460) and the contribution of conscientiousness to reading comprehension achievement was 20.4%. The significant difference in reading comprehension achievement in terms of gender and major was found; female and natural science students were found better in reading. The different result was obtained in relations to conscientiousness, suggesting that students tend to have a similar perception toward conscientiousness regardless their gender and major.

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