Article Per Year (5 Year)
p-Index From 2020 - 2025
1.503
P-Index
This Author published in this journals
All Journal Journal of English Language Studies Voices of English Language Education Society Ethical Lingua: Journal of Language Teaching and Literature Journal of English Language Teaching and Cultural Studies Journal of Linguistics, Literacy, and Pedagogy
Murti Ayu Wijayanti
Universitas Sultan Ageng Tirtayasa
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
Online Learning for EFL Learners: Perceptions, Challenges, and Expectations Siti Suharsih; Murti Ayu Wijayanti
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.12122

Abstract

This article discusses EFL learners’ perceptions, challenges and expectations on online learning during Covid-19 pandemic.  The participants of this study were the second semester students of Magister of English Study Program in one public university in Banten. Questionnaire and interview were conducted to collect the data. The data were then analyzed qualitatively based on the themes. The research results show that the students perceived positively on the usefulness and the ease of use of online learning. They gave positive responses on online learning in terms of learning autonomy, discipline, technological skill, flexibility, accessibility, and their readiness dealing with technical things. The challenges they faced were dealing with the poor internet connection, motivation dynamics and learning material understanding difficulty. Finally, to deal with the challenges, they expected to have more well-prepared lecturers regarding technological capacity, course content and assessment.
Genre Pedagogy to the Teaching of Academic Writing in Tertiary Level and Cognitive Empowerment Murti Ayu Wijayanti; Emi Emilia; Wawan Gunawan
Journal of English Language Studies Vol 2, No 2 (2017): Available online in September 2017
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.609 KB) | DOI: 10.30870/jels.v2i2.2239

Abstract

This paper reports a small part of the study which focuses on the use of genre pedagogy to the teaching of writing research proposal as one of academic texts in tertiary level. This study aims at finding out how genre pedagogy can empower students cognitively through their abilities in writing research proposal. A case study involving fifteen students in one university in Banten taking Research on ELT subject was conducted using classroom observation and related documents, such as researcher‟s field notes and students‟ journal. The classroom observation and related documents analysis result showed that the students were cognitively empowered through the teaching cycles of genre pedagogy through various activities which encouraged their cognitive processes. Thus, genre pedagogy can empower students cognitively through its various learning activities and texts examples.Keywords: academic writing; cognitive empowerment; genre pedagogy
Investigating Interpersonal Meaning-Making in Indonesian EFL Learners' Writing: A Systemic Functional Perspective Yasinda Kania Afsari; Murti Ayu Wijayanti; Dhafid Wahyu Utomo
VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v5i2.3922

Abstract

This study presents an investigation of interpersonal meaning-making in students’ writing analytical exposition text. The objectives of this study are to describe the common mood types and to describe modality realization used in the text. Nine texts from 144 texts were collected to analyze. The theories from Systemic Functional Linguistics are adapted as the framework to analyze the clause of the text. The findings of this study showed that students have used mood types which can be seen in the use of subject and finite as mood elements, and the use of predicator, adjunct, and complement as residue. The arrangement of mood element ad residue shows the mood type they used. Regarding to SFL theories, the common mood type in this study is declarative as its function of analytical exposition text to discuss topic critically and deeply from one point of view. The result showed that students have attempted to provide information in the text. In the terms of modality, the median modality has a higher frequency in this text than that of high modality and low modality. It indicates that the students have an effort to position themselves and build the relationship to the reader in the text. Moreover, the zero frequency of low modality shows that the students did not provide opportunities for readers to doubt their position in the text. In conclusion, problem –solving approach as the pedagogical implication is appropriate for students to improve cognitive aspects in terms of communicative skills, so students have been able to create the effective analytical exposition text which is intended to discuss something critically from one point of view.
Improving Students' Listening Skills and Vocabulary Mastery through Contextual Teaching and Learning by Using Online Learning Yeni Ghonivita; John Pahamzah; Murti Ayu Wijayanti
Journal of English Language Teaching and Cultural Studies Vol 4, No 1 (2021)
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v4i1.10557

Abstract

The aim of this research is to describe the process of improving the  students’ listening skill and vocabulary mastery through contextual teaching and learning (CTL) by using online learning at the eleventh grade of SMAN 1 Sajira. This study also attempts to find out the improvement of the students’ skill in listening and vocabulary mastery through contextual teaching and learning (CTL) by using online learning. The method used in this research was qualitative research method by implementing classroom action research (CAR). This research was conducted in three cycles actions in cycle I, cycle 2 and cycle 3. The result of the research is the use of contextual teaching and learning (CTL) by using online learning can improve the students’ listening skill and vocabulary mastery. The finding of the research are (1) the process of teaching and learning using CTL through online learning is conducted successfully in terms of the feeling of happiness and enthusiasm of the students, (2) there is an improvement of the students’ listening skill from 57.85 in pre-test became 81.11 in post-test. This study proves that English teacher can improve students’ listening and vocabulary mastery by optimizing the use of materials at school, and be creative in selecting, developing, and giving materials at class.
Developing Speaking Module For Informatics Engineering Students of STTIKOM Insan Unggul Cilegon Bela Yusti Annasya; Nurhaedah Gailea; Murti Ayu Wijayanti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 2 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.418

Abstract

This research and development (R & D) aimed to develop a speaking module for Informatics Engineering students. The sample of this research was taken from semester one of Informatics Engineering at STTIKOM Insan Unggul Cilegon. The researcher used the 9 steps of research and development from Borg & Gall (2003). The researcher found that the students need a module that can support the learning of speaking and enrich speaking skills, as 34% of students preferred a module as a learning medium based on their needs analysis result. The second finding is that the development of the speaking module went well. Based on the 9 steps of R & D, the researcher got some revision and validation from the material expert, the media expert, and the 30 students of Informatics Engineering. The third finding is that the quality of the speaking module is "Excellent" in design criteria, with a 100% validation score based on media expert validation. This means that the module can be used without revision. In addition, it got "Good" criteria in material or the content of the module with an 80% validation score based on material expert validation. This means the module can be used with a little bit of revision. Furthermore, based on students' assessment toward the module, it got "Excellent" criteria with a 100% score from 30 students of Informatics Engineering. Based on the results, it showed that the Speaking Module for Informatics Engineering at STTIKOM Insan Unggul Cilegon can be used as an aid for teaching speaking.
Peer Correction Technique in Student Descriptive Text Writing Helda Oktaviani; Murti Ayu Wijayanti; Akhmad Baihaqi
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20606

Abstract

The study aims to determine the implementation of the peer correction technique in students writing descriptive text and how the student's responses to using peer correction technique in students' descriptive text in the tenth grade of SMAN 1 Malingping. The researcher employed a qualitative with a case study. The participants of this research were 33 students of X IPA D in SMAN 1 Malingping. The data were collected from observation, questionnaires, interviews, and documentation. The findings of this research show that the English teacher teaches writing by implementing the peer correction technique. The implementation peer correction technique can stimulate students to be active in-class writing and makes students aware when they make writing mistakes, and peer correction helps them express their ideas without fear of being judged. The peer correction technique gets a positive response from students. Students strongly agreed that the peer correction technique made them critical in their writing
Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing) Dina Rachmawati; Audrey Akbaria Adinda Putri; Murti Ayu Wijayanti
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20462

Abstract

This study outlines a content analysis that focused on students' level of reflective thinking, how much it contributed to the level of their writing and how they felt about using reflective journals. 15 students from the 2019/2020 Paragraph-based Writing course participated in this study, which was performed at the English Education Department of a state University located in Banten province. Students' writing samples and reflective journals were gathered through documentation, and responses to a questionnaire were gathered from them. The theme analysis technique, Oshima and Hogue's (2006) theory of paragraph writing, and Hatton and Smith's (1995) theory of reflective thinking level were all applied in this study. Three conclusions came from the data analysis. First, most of the students' reflective thinking skills fell under Descriptive Writing and First, the proportion of students' reflective thinking was identified between the levels of descriptive writing and descriptive reflection. Second, the analysis demonstrated that a rise in the number of cases at the Descriptive Reflection level was consistent with an improvement in the quality of students' writing. Meanwhile, the rise in the number of descriptive writing level incidents coincided with a decline in the level of students' writing. Third, despite being viewed as demanding and stressful, the usage of reflective journal in the class was viewed favorably because it helped students remember lessons and recognize their errors, which helped them to produce well-organized paragraphs. The results suggested that reflective journaling helped students to enhance their writing skills and may be used as a substitute for developing other language skills.
The Effectiveness of Using Project-Based Learning (PjBL) on Students’ Ability in Writing Descriptive Text at SMPN 26 Kota Tangerang Melynda Hani Salsyabila; Murti Ayu Wijayanti; Ledy Nurlely
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.17171

Abstract

The research objective of this research aimed to determine the effectiveness of using Project Based Learning (PJBL) toward students’ ability to write descriptive text at 7th-grade students of SMPN 26 Kota Tangerang. This research was taken with quasi-experimental as the research design. The sample of this research was seventh grade students of SMPN 26 Kota Tangerang. There were VII E as an experimental class and VII H as a control class which consisted of 36 students each class. This research used quantitative approach. The design that a researcher used in this research was quasi-experimental study by proposed pre-test and post-test. The result of this research found that it is effective to used project-based learning (PJBL) toward students’ ability in writing descriptive text at 7th grade students of SMPN 26 Kota Tangerang. It can be proven through the hypothesis testing by compared with . Based on the calculated value was 8,83 and the degree of freedom value 70 with the level significance 0,05 (5%) was 1,99. The result showed ≥ =≥ 1,99. Therefore, project-based learning is effective to improve students’ ability in writing descriptive text. 
EFL Pre-service Teacher Profile: A Level of Reflection Regarding Professionalism Readiness Nur Cahya; Siti Suharsih; Murti Ayu Wijayanti; Suroso Mukti Leksono
Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i1.24045

Abstract

LPTK (Educational University) has a function and role in preparing professional prospective teachers. One of the indicators that must have is the ability to reflect on learning. The function of learning reflection has the aim of improving sustainable learning. the researcher would like to focus this study to find out how the level of reflection and to examine the level of reflection This research involve qualitative research, The data collection technique in this research is documentation of articles related to the research problem and the interview. The research instrument in this study is the reflection journal done by students when they have completed the learning. Then, the researcher conduct interviews with students regarding matters related to the results of the data.According to the results of the reflective learning journal worksheets conducted by EFL preservice teachers, there are (76.47%) at level C, (17.65%) at level D, and (5.88%) at level B. EFL preservice teachers unable to reach the highest level of reflection because a) Lack of understanding of reflective learning journals b) Difficulties getting to begin writing.This study concludes that the level of reflection level of EFL pre-service teachers are on average. Reflective learning journals need to be done regularly in every lesson to increase the level of reflection. Preparing professional EFL preservice teachers require a significant increase in the level of reflection.
Co-Authors Akhmad Baihaqi Audrey Akbaria Adinda Putri Bela Yusti Annasya Dhafid Wahyu Utomo Dina Rachmawati Emi Emilia Gunawan, Wawan Helda Oktaviani John Pahamzah Ledy Nurlely Melynda Hani Salsyabila Nur Cahya Nurhaedah Gailea Siti Suharsih Siti Suharsih Suroso Mukti Leksono Yasinda Kania Afsari Yeni Ghonivita