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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions LiNGUA: Jurnal Ilmu Bahasa dan Sastra Lingua Scientia Jurnal Inovasi Teknologi Pendidikan PREMISE: Journal of English Education and Applied Linguistics Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Dinamika Ilmu Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Indonesian Review of English Education, Linguistics, and Literature Indonesian Journal of Multidisciplinary and Educational Researcher Proceeding International Conference on Education Jurnal bahasa, sastra, seni, dan pengajarannya
Ary Setya Budhi Ningrum
Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri Alamat Korepondensi: Jalan Sunan Ampel No. 7 Ngronggo Kediri 64127
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Empowering Students Using Cooperative Learning Strategies Through STAD in Reading Class Ningrum, Ary Setya Budhi; Ompumona, Cindona; Syaifulloh, Burhanudin; Addeq, Mona
Indonesian Journal of Multidisciplinary Educational Research Vol. 2 No. 1: April 2024
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v2i1.2702

Abstract

This study aims to determine the use of Student Team Achievement Divison (STAD) method can improve students' reading skills. This research uses Classroom Action Research (CAR). The sample of this study were students of class VII H MTsN 5 Nganjuk in the 2021/2022 school year. The instruments used in this study were tests, observations and field notes with the number of samples used, namely 29 students. Data collection in this study used tests, observations and documentation. Data analysis in this study used quantitative analysis. The data analyzed were the mean score of the students' scores, the percentage of students' success, and the results of the observation sheet. This research has two cycles. The results of the research in the first cycle of the class average score was 66.66 with students of success of 58%. While the average value of the class in the second cycle is 78.44 with students of success is 80%. The use of Student Team Achievement Divison (STAD) method can improve the reading ability of students of class VII H at MTsN 5 Nganjuk.
Improving Student’s Speaking Ability Through Guessing Game for Ninth Grade of MTs Nurul Islam Kediri Sa'adah, Siti Lailatus; Ningrum, Ary Setya Budhi; Saharani, Annisa Aulia; Amin, Samah Samir Abd El Ghany
Indonesian Journal of Multidisciplinary Educational Research Vol. 2 No. 1: April 2024
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v2i1.2763

Abstract

The aim of this research is to investigate the impelementation of guessing games to improve students’ speaking skills of ninth grade at MTs Nurul Islam Kediri in the 2023/2024 academic year. The research design consists of four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. The research subjects were 29 students in class IX-B MTs Nurul Islam Kediri, consisting of 18 male students and 11 female students. Data collection techniques include observation and tests. The results of this research show that the implementation of Guessing Game can improve students’ speaking skills of IX at MTs Nurul Islam Kediri. This can be seen from the increase in the percentage of student learning activities from 63.2% to 84% and the impact on the average student learning outcomes which increased from 79.31 to 84.62
Active Learning: Monopoly as a Media in Teaching Grammar for Eight Grader Students Lestari, Ananda Dewi; Ningrum, Ary Setya Budhi
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4894

Abstract

The diversity in English performance is quite prominent when viewed from students' grammatical competence. For this reason, grammar learning innovation is needed so that student mastery improves. This study aims to investigate the effectiveness of using board game Engpoly (English Monopoly) in learning grammar for eight-grader students. It also provides reflection on student learning strategies in studying grammar. The design used a quasi-experimental design. For collecting the data, the researchers applied post-test and pre-test as research instruments. It involved two classes as a control group and an experimental group. The ANCOVA test results showed the significance of using Engpoly media in learning grammar. The finding also demonstrated that the use of fun media in the form of games can increase students' interest in learning grammar which was initially considered a very boring lesson by most students. It also encouraged student's active learning. This media has been proven to relate between the characteristics of eighth-grade students at junior high school with the appropriate grammar learning strategies they need. Since the use of Engpoly in grammar learning has a significant contribution, this study recommends that English teachers can develop Engpoly media for teaching grammar not only to eighth-graders but also to several other levels of english proficiency.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Afifah, Masrifatul; Ningrum, Ary Setya Budhi; Wahyuni, Sri; Syaifulloh, Burhanudin
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
Beyond Gender: How Personality Types Affect Pre-Service EFL Teachers' Speaking Skills Ningrum, Ary Setya Budhi; yatin, Alfi; Aini, Nurul; Orwela, Citra; Hajan, Bonjovi H.
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10885

Abstract

This study examines the impact of gender and personality on the English-speaking skills of pre-service EFL teachers at an Islamic Higher Education institution. The fourth semester of pre-service EFL teachers at an Islamic Higher Education institution who programmed Public Speaking Course are involved in this research. By utilizing an ex post facto with an application of 2 x 4 factorial design, this research involves questionnaire and oral speaking test to collect the needed data. The questionnaire which is taken from standardized personality test by Florence Littauer is used to get the data of students’ types of personality. The results show that gender has a significant impact on English-speaking skills, with females outperforming males. Personality types also have a significant impact on English-speaking skills, with differences observed among choleric, sanguine, melancholic, and phlegmatic pre-service EFL teachers. However, there is no significant interaction effect between gender and personality types on English-speaking skills. These findings emphasize the importance of considering individual differences when designing language learning programs and interventions in EFL teaching and learning.
MIND MAPPING: A BRAIN-BASED WRITING STRATEGY Ningrum, Ary Setya Budhi
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 6, No 2 (2011): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v6i2.1461

Abstract

In EFL context, it is believed that developing writing skills is more complicated than developing other language skills. In order to be able to write well, the foreign language learners need to be equipped with early and continued writing experiences. Thus, the teacher’s task to develop the students’ writing skill is more complicated than the other skills. One of the most current issues to deal with such phenomena is to ferret out the writing strategy that is able to enhance the students’ writing ability as well as to reinforce their critical thinking in writing by maximizing the use of both sides of the brain (the left and the right hemispheres). In response to such issues, this paper takes into account mind mapping as a strategy in writing and elaborates the theoretical review of mind mapping for better understanding.Keywords: Mind Mapping, Writing
Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review Herdina, Griseldis Faden; Ningrum, Ary Setya Budhi
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19133

Abstract

This study aims to analyze teachers' perceptions and challenges in integrating technology to teach English reading skills. This study uses a systematic analysis method that identifies existing literature on Google Scholar. Data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, 5) interpreting the findings. The results of this study found that the teacher's positive perception of integrating technology in learning English and integrating technology can help teaching and learning activities and make classes interesting. The challenges faced by teachers in integrating technology include the lack of technology media facilities, slow internet connections, lack of teacher skills in mastering technology, teacher or student motivation to use technology in learning English, and proper material preparation. Based on these results, it can be concluded that teachers have a positive attitude towards integrating ICT in English learning activities, especially for teaching students' English reading skills.
Unfolding Stories of Undergraduate Thesis Writers: Voices from EFL learners at Islamic Higher Education Khasanah, Rima; Ningrum, Ary Setya Budhi; Toyyibah, Toyyibah; Umam, Chothibul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 1 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i1.38400

Abstract

Abstract. This study aimed to investigate the challenges and strategies faced by undergraduate students in Islamic Higher Education when writing theses. The study had four participants, two of whom completed their degrees on time (SGO) and two who failed to do so (SGN). Despite both groups facing challenges and employing strategies, they had some differences in their experiences. Common issues faced by both groups were difficulty generating ideas, selecting a topic, feeling confused and anxious, and procrastination due to various reasons. SGN students faced additional problems such as laziness, unexpected events, and issues with supervisors. The study also found that family support and spiritual practices like prayers and invocations helped students complete their theses. The support and encouragement from their parents served as a significant boost to the students' motivation in finishing the thesis. The study highlights the importance of surrendering to Allah's plan and trusting His wisdom, as well as maintaining a positive outlook and seeking support from family and spirituality. Overall, the study uncovered various problems faced by undergraduate students and the strategies they used to deal with them, emphasizing the importance of perseverance and relying on Allah's guidance.Keywords: Thesis Writing, Challenges, Strategies, Islamic Higher Education, Narrative Inquiry
Developing a Writing Workbook for Indonesian College Students of English Ningrum, Ary Setya Budhi
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Publisher : citeus

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

Abstract

The article presents the development of a writing workbook designed for the fourth semester students of a Writing III course at the English Education Program of State College for Islamic Studies (STAIN) Kediri. The Research and Development (R & D) project adopted the process-based writing approach consisting of eight steps: needs analysis, planning, first draft development, expert validation, product revision I, try-out, product revision II, and final product development. The results show that the process-based writing workbook can accommodate the learning needs of the target learners. The students found the clear writing stages that guide them through the whole process of writing, the well-designed exercises that integrated reading and writing activities, and the availability of good essays presented as models to be the strengths of the workbook.
Co-Authors Addeq, Mona Afifah, Masrifatul Aini Nurul Amin, Samah Samir Abd El Ghany ATIKA NUR FADILLA Atmadja, Dhimas Dwyki Baehaqi Chothibul Umam, Chothibul Darussalam, Gilang Manik Emy Sudarwati Fahruriza, Syahrul Erva Gunadi Harry Sulistyo Hajan, Bonjovi H. Herdina, Griseldis Faden Hidayati, Anis Rohmah Ika Setiyarini Iskandar Tsani, Iskandar Khasanah, Rima Khotimah, Laily Mar'atul Lestari, Ananda Dewi Mayasari, Ruhana Mohammad Adnan Latief Mujadid, Alief Jauhar Ningrum, Dyah Ayu Kusuma Nurkholida, Erna Ompumona, Cindona Orwela, Citra Rohmani Nur Indah Sa'adah, Siti Lailatus Saharani, Annisa Aulia Sazali, Mochamad Waluyo Anwar Sholihuddin, Ahmad Siti Nuraini Sri Wahyuni Suci, Dewi Nur Syafi'i, Muhammad Dliya Uddin Syaifulloh, Burhanudin Toyyibah Toyyibah, Toyyibah Uswah, Maulidiyyatul yatin, Alfi Zuroidah, Ninik