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All Journal Jurnal Pendidikan Bahasa Inggris Elementary: Islamic Teacher Journal Research Collections Jurnal Dimensi PRASASTI: Journal of Linguistics Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics Gulawentah:Jurnal Studi Sosial JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics INTERACTION: Jurnal Pendidikan Bahasa Al-Muqayyad Jurnal Trias Politika Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Jurnal Informatika dan Teknologi Pendidikan Indonesian Journal of English Language Teaching and Applied Linguistics
Dwi Astuti Wahyu Nurhayati
IAIN Tulungagung
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models Nurhayati, Dwi Astuti Wahyu
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.273 KB) | DOI: 10.21093/di.v18i1.1034

Abstract

Self Professional Development is one of the key factors in Foreign Language Learning, and therefore strategies in developing English professional college teachers should be seen as an important aspect of improving English lecturers’ role as models. This study was done through a survey to 30 EFL college teachers of PGRI Teacher Training College and State Islamic Institute of Tulungagung, a small town in East Java, Indonesia, in order to underline the basis of making a decision on improving efforts for the sake of creating English Professional Development college teachers who are influential toward the success of English teaching and learning process. The instrument -a questionnaire including three open ended questions-was developed in accordance to reviewing some related research articles about professional developing. This study reveals the fact that to be a professional English college teachers, one should develop ten professional efforts namely perceived professional identity as model; career development needs, theoretical and content knowledge; practical knowledge and professional skills; professional networking; pedagogical content knowledge; perceived benefits of ICT use to students (perceived by the teacher); perceived benefits to the college teachers (self); engaging conducting research.
Students‘ Perspective on Innovative Teaching Model Using Edmodo in Teaching English Phonology: A Virtual Class Development Nurhayati, Dwi Astuti Wahyu
Dinamika Ilmu Vol 19 No 1 (2019): Dinamika Ilmu, 19(1), June 2019
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (546.989 KB) | DOI: 10.21093/di.v19i1.1379

Abstract

This paper displayed the students’ perspective on innovative teaching model using edmodo in teaching English Phonology as a virtual class development. The data were collected for 6 months starting from compiling proposal in March 2018 to August 2018 in the IAIN Tulungagung campus in the sense of data collection, report preparation, group meetings and most other activities carried out in the Tulungagung and Kediri areas. It involves people who have relevant information about the research theme, they are 46 students from the fourth semester in English majors who answered the pre-observation questionnaire, and post questionnaires but 46 interviewees, consisting of thirty-one women and sixteen men, were interviewed. The data was analysed using a descriptive qualitative approach. The finding revealed that the experienced students of using edmodo affected their readiness to take a part in English Phonology teaching using edmodo as a learning medium. The result of this study proved that the experienced students of using edmodo influences the fluency in learning phonology courses so they found it easier to apply Edmodo, serving as on the advantages (time-effective & efficient, not oblivious about computers, simplifying learning material, interactive, communicative, expressive, reducing cheating task, recognizing class management, creating reading habit) and disadvantages of using edmodo, similarly limited lexical items in content courses; differences in the level of competency, motivation, learning environment and background of previous learning; inadequate internet network; prefer to use gadgets for entertainment communication.
The Students' Responses on Learning English Phonology Deploying Scaffolding: How does This Technique Support Higher Linguistics Stages? Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1271

Abstract

The indicated research aimed to identify pupils’ reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulungagung, East Java, Indonesia. The inputs could be figured out by adopting a qualitative way. From the results, it can be discovered that the implementation of scaffolding techniques in understanding English phonology influenced students deeply. The result showed that some students’ perspectives included: the students ‘handling difficulties in conducting teamwork for scaffolding technique, students’ ability in understanding English phonology, and student’s attitudes towards the implementation of scaffolding during the learning process.
The EFL Students' Viewpoints on the Contributing Critical Reading Strategies in Critical Reading Comprehension Class Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1629

Abstract

Promoting critical thinking skills should more adapt to critical thinking strategies. The determined investigation aimed to pinpoint groups’ attention to the applying dominant popular Critical Reading Strategies, how to apply critical reading strategies (CRS), how to handle challenges and benefits in critical reading comprehension class. This investigation was disseminated by supervising interview and assigning survey to eighty-four pupils of UIN SATU Tulungagung who joined Critical Reading Comprehension Class by approving qualitative way. This study revealed that the Journaling rank first, Stop,Paraphrase, Questioning as well as Annotation and Marking the text as the second; but practicing several critical reading strategies frequently such as inferring, monitoring understanding, paraphrasing, critical lens, contrarian are desirable to boost students’ critical reading skill. Admitting of arising challenges, equally the capacity of analysing data, ascertaining writers' intentions; evaluating the author's arguments, they claim that their skill of learning critical reading comprehension are getting enhanced through applying suitable CSR practice  deploying cognitive process, cultures and linguistic.
DIGITAL LITERACY IN ENGLISH LEARNING FOR GENERATION ALPHA: A CASE STUDY AT SMP ISLAM AL AZHAAR TULUNGAGUNG Nisa, Fauziatun; Ris'ah, Umniyati; Shofiya, Arina; Nurhayati, Dwi Astuti Wahyu
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4355

Abstract

 This article discusses the results of qualitative research on the application of digital literacy in English language learning for Generation Alpha students at SMP Islam Al-Azhaar Tulungagung. The research aims to explore the technology-based learning methods implemented at the school, as well as its impact on the teaching-learning process. As information technology advances, digital literacy has become an essential skill for students to access, evaluate and utilize information effectively. Some of the innovative approaches identified in this study include the use of digital libraries, learning apps and interactive platforms to enhance the learning experience. The results show that the integration of digital literacy in learning not only creates a more enjoyable and varied learning atmosphere but also increases students' engagement in the learning process. In addition, digital literacy is able to prepare students to face global challenges in the future. However, this study also found some significant challenges, such as limited access to technology, lack of teacher training, and different levels of understanding of technology between students and educators. Despite the obstacles, the implementation of digital literacy has great potential in improving the quality of learning at Al-Azhaar Tulungagung Islamic Junior High School, especially in creating a more competent generation in the digital era.Keywords:  Digital literacy, Generation  Alpha
Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i1.284

Abstract

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their’ perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils’ responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.
The EFL Students' Viewpoints on the Contributing Critical Reading Strategies in Critical Reading Comprehension Class Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1629

Abstract

Promoting critical thinking skills should more adapt to critical thinking strategies. The determined investigation aimed to pinpoint groups’ attention to the applying dominant popular Critical Reading Strategies, how to apply critical reading strategies (CRS), how to handle challenges and benefits in critical reading comprehension class. This investigation was disseminated by supervising interview and assigning survey to eighty-four pupils of UIN SATU Tulungagung who joined Critical Reading Comprehension Class by approving qualitative way. This study revealed that the Journaling rank first, Stop,Paraphrase, Questioning as well as Annotation and Marking the text as the second; but practicing several critical reading strategies frequently such as inferring, monitoring understanding, paraphrasing, critical lens, contrarian are desirable to boost students’ critical reading skill. Admitting of arising challenges, equally the capacity of analysing data, ascertaining writers' intentions; evaluating the author's arguments, they claim that their skill of learning critical reading comprehension are getting enhanced through applying suitable CSR practice  deploying cognitive process, cultures and linguistic.
The Students' Responses on Learning English Phonology Deploying Scaffolding: How does This Technique Support Higher Linguistics Stages? Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1271

Abstract

The indicated research aimed to identify pupils’ reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulungagung, East Java, Indonesia. The inputs could be figured out by adopting a qualitative way. From the results, it can be discovered that the implementation of scaffolding techniques in understanding English phonology influenced students deeply. The result showed that some students’ perspectives included: the students ‘handling difficulties in conducting teamwork for scaffolding technique, students’ ability in understanding English phonology, and student’s attitudes towards the implementation of scaffolding during the learning process.
Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.579

Abstract

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.
Co-Authors Agus Eko Sujianto Dede Nurohman Djatmika Djatmika, Djatmika Fibriani, Zeni Maulidiana Gusar, Martua Reynhat Sitanggang Mulkan Andika Situmorang Nasution, Izmawal Pebriani Nisa, Fauziatun Oktavia, Novi Tri Ramadhani, Mastari Ris'ah, Umniyati Riyadi Santosa Shofiya, Arina Tri Wiratno, Tri Utami, Dini Karunia Wijayanto, Adi Zaini, Muhamad