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All Journal Linguistica EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English and Education ETERNAL(english, teaching, learning, and Research Journal) PAEDAGOGIA Ijaz Arabi Journal of Arabic Learning Jurnal Kiprah Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Indonesian Journal of Islamic Education Studies (IJIES) EduBasic Journal: Jurnal Pendidikan Dasar Jurnal Scientia Journal of English Teaching and Learning Issues SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Language Education Reviews International Journal of Research on English Teaching and Applied Linguistics Mahakarya: Students' Journal of Cultural Sciences Journal of Nusantara Education Widyaparwa Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Metathesis: Journal of English Language, Literature, and Teaching Indonesian Journal of Islamic Education Studies (IJIES) ELT Forum: Journal of English Language Teaching
Atin Kurniawati
Universitas Islam Negeri Raden Mas Said Surakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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“MOHON IZIN, MAS, MBAK”: WUJUD TUTURAN DAN KESANTUNAN BERBAHASA DALAM INTERAKSI RESIDEN Kurniawati, Atin; Hanafi, Muchtar
Mahakarya: Jurnal Mahasiswa Ilmu Budaya Vol. 5 No. 1 (2024)
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/msjcs.v5i1.8575

Abstract

This article discussed the form of speech acts and language politeness in interaction among residents by focusing on the speeches containing the words "izin (permission)" and "mohon izin (I beg your permission)". Not only for asking permission, these words are used in various speech acts. The data for this study were taken from written conversations among residents through WhatsApp group application. The data were collected using documentation and interview. Then, the data were analyzed using the pragmatic equivalent method. The results of data analysis showed that the words "izin" and "mohon izin" were used in various speech acts, namely assertive, directive, commissive, declarative, and expressive. These words were the embodiment of negative politeness strategies by trying as little as possible to violate the negative face of the interlocutor. The forms of speech in junior and senior resident interactions used a combination of positive politeness strategies and negative politeness strategies. The use of these words was due to the desire to speak politely and to follow the prevailing customs. This study implied the importance of speaking politely in accordance with the customs or conventions that apply to certain communities.Keywords: pragmatics, politeness, residents, speech acts
TEKA-TEKI NAMA KOTA: PERMAINAN MULTIBAHASA Kurniawati, Atin
Widyaparwa Vol 51, No 2 (2023)
Publisher : Balai Bahasa Provinsi Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/wdprw.v51i2.1436

Abstract

This article discusses how the language translation is utilized in the city name riddles presented by Indonesian speakers. This research is descriptive qualitative. Data in the form of city name riddles were collected from three videos on Kampung Inggris LC and Kampung Inggris WE YouTube channels which were uploaded in September--October 2021 using simak and catat method. The data is then analyzed by comparing translations of words or phrases in the other languages involved. The results of the analysis show the use of one-word translation forms, nomina phrase translation, verb phrase translation, prepositional phrase translation, and clause translation from English to Indonesian or Javanese. The translation of these words has similarities with the names of cities in Indonesia. Some words represent lexical translations, but others only have similar meanings or are associated with the word in question. This multilingual game indirectly shows the identity of language users and represents certain geographical areas. This research implies the creativity of multilingual games by language users which can be used to support language learning.Artikel ini membahas wujud pemanfaatan terjemahan bahasa dalam teka-teki nama kota yang dibawakan oleh penutur bahasa Indonesia. Penelitian ini bersifat deskriptif kualitatif. Data berupa teka-teki nama kota dikumpulkan dari tiga video pada kanal YouTube Kampung Inggris LC dan Kampung Inggris WE yang diunggah pada bulan September--Oktober 2021 dengan metode simak dan catat. Data kemudian dianalisis dengan membandingkan terjemahan kata, frasa, maupun klausa dalam bahasa lain yang terlibat. Hasil analisis menunjukkan penggunaan wujud terjemahan satu kata, terjemahan frasa nomina, terjemahan frasa verba, terjemahan frasa preposisi, dan terjemahan klausa dari bahasa Inggris ke bahasa Indonesia atau bahasa Jawa. Terjemahan kata-kata tersebut mempunyai kesamaan atau kemiripan dengan nama-nama kota di Indonesia. Sebagain kata merupakan terjemahan leksikal, namun sebagian lainnya hanya memiliki kemiripan makna atau berasosiasi dengan kata yang dimaksud. Permainan multibahasa ini secara tidak langsung menunjukkan jatidiri pengguna bahasa dan mewakili wilayah-wilayah geografis tertentu. Penelitian ini mengimplikasikan kreativitas permainan multibahasa oleh para pengguna bahasa yang dapat dimanfaatkan dalam mendukung pembelajaran bahasa.
Coding for Indonesian elementary school students: parents’ perceptions Kurniawati, Atin; Hanafi, Muchtar
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 6 No. 3 (2023): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v6i3.8560

Abstract

In the digital era, coding skills have become increasingly prevalent and are now taught in schools. This paper aims to illuminate parents' perceptions of coding education for elementary school students in Indonesia. The study focuses on eight parents who enrolled their children in a coding school in Central Java, Indonesia. To gather data, open-ended questionnaires and semi-structured interviews were conducted. The collected data were subsequently analyzed thematically. The study revealed that parents held positive perceptions of coding skills for elementary school students. This positivity stemmed from their awareness of the rapid development of Information and Communication Technology (ICT), the anticipation of the future impact of ICT skills, trust in the institution, and their children's interest in ICT. Furthermore, parents expressed positive perceptions of their children's progress, attributing it to improved coding skills and positive attitudes. They emphasized the importance of mutual collaboration and communication between parents and schools to enhance the learning experience. In addition to offering a coding curriculum, the school provided parents with up-to-date information about ICT through seminars and regular digital content distribution. The collaboration between the school and parents extended to establishing rules regarding the use of mobile phones and PCs to prevent potential harms from excessive device usage. This suggests that the success of coding education for children necessitates effective collaboration between parents and schools.
FRIEND FACTOR: UNVEILING STUDENTS' DIFFICULTY IN SPEAKING ENGLISH Wardani, Marianka Nanda; Atin, Atin Kurniawati
International Journal of Research on English Teaching and Applied Linguistics Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v5i2.7151

Abstract

This research aims to find out the students’ difficulties in English speaking, and the factors that make the students feel difficult in English speaking at the eleventh grade of SMA N 1 Gondang in academic year 2023/2024. This study used descriptive qualitative research as the method with the case study as the type of research design. The researcher chose SMA N 1 Gondang in XI A class as sample which consist of 26 students. In collecting data, the researcher used questionnaire and interview. The acquired data were analyzed utilizing data condensation, data display, and conclusion drawing. To demonstrate the data's trustworthiness, the researcher employed data triangulation. There are several types of difficulties faced by the students, namely inhibition, nothing to say, and mother tongue use. Inhibition includes the students afraid of making mistakes to speak English, feeling shy and nervous. Nothing to say includes lack of vocabulary and lack of grammar. Mother tongue use includes students’ habits of using mother tongue, and difference pronunciation. The factors of students’ difficulties in speaking English are internal and external factors. The internal factors are interest, ability to understand learning, and shy or nervous, meanwhile external factors are family environment, and student environment.Keywords: Students Difficulties, Speaking Skills
EFL pre-service teachers’ excessive use of Google Translate: Blessing or misfortune? Atin Kurniawati; Arief Eko Priyo Atmojo
ELT Forum: Journal of English Language Teaching Vol. 14 No. 1 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i1.19497

Abstract

This study investigates EFL pre-service teachers’ use of Google Translate (GT) on a daily basis under three underlying questions: 1) Why do EFL pre-service teachers often use GT? 2) How do they use it on a daily basis? and 3) What are the drawbacks of using GT? Despite its benefits, debates over its use in educational settings remain a prevailing issue. For this reason, a case study approach involving six EFL pre-service teachers in different semesters was employed. To garner the data, an open-ended questionnaire and an interview that was done in several sessions were deployed. Thematic analysis was then utilized to analyze the data. The findings reveal that the EFL pre-service teachers’ excessive use of GT was caused by their lack of vocabulary, pronunciation, and grammar. Quick and easy use of GT and lack of confidence to express their own sentences also encouraged them to use GT excessively. They used GT on a daily basis for both academic and non-academic purposes. They also incorporated GT with other applications, especially for doing academic assignments, since they realized that GT was sometimes unreliable. Their background knowledge of English played an important role in examining the translation results of GT. The EFL pre-service teachers have been aware that using GT excessively could decrease their learning ability, and they should enhance their English proficiency to effectively use GT. It implies that GT can assist EFL pre-service teachers’ learning by primarily deploying their own knowledge and skills and only utilizing GT for enhancement.
Offline Teaching Practicum by ‘Online’ Generation: Indonesian Efl Pre-Service Teachers’ Voices Atin Kurniawati
LINGUISTICA Vol. 14 No. 1 (2025): LINGUISTICA JANUARY 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v15i1.64956

Abstract

Teaching practicum is one of the prominent issues in education faculties and many studies explored the implementation of teaching practicum in many regions by focusing on several aspects. However, after the pandemic era, how the ‘online’ generation of EFL pre-service teachers perceived their teaching practicum remains unexplored. This current study shed some light on how the ‘online’ generation of EFL pre-service teachers perceived their teaching practicum, the challenges the faced, and how ‘online’ learning during the pandemic changed their perspectives. Using narrative inquiry, the data of this study was gathered from seven graduates of English language education department who experienced online learning during the pandemic but had their teaching practicum offline. The data was collected through open-ended questionnaire and in-depth interview to elicit the story from their experiences during their enrolment in teaching practicum. The collected data were analysed thematically. The findings showed that the EFL pre-service teachers perceived positively on offline teaching practicum. Despite the challenges, they were more motivated to learn and improve their capability. Online learning during the pandemic has improved their ability in integrating technology in their teaching which boost their confidence. It also changed their belief that teaching can be flexible and adaptable to any condition. For that purposes, teachers should be creative and always improve their capability.
English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources Kurniawati, Atin
Jurnal Kiprah Vol. 10 No. 1 (2022): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

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

Abstract

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.
Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Kurniawati, Atin
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
Reducing Students’ Anxiety in Speaking English: Teacher’s Strategies Kurniawati, Atin; Lintangsari, Adiningsih
Journal of Nusantara Education Vol. 4 No. 1 (2024): October 2024
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v4i1.128

Abstract

Kecemasan dalam berbicara bahasa Inggris dapat menghambat siswa dalam mempelajari bahasa tersebut. Menyadari masalah ini, guru bahasa Inggris harus memiliki strategi untuk membantu siswa mengatasi kecemasan berbicara. Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengurangi kecemasan siswa dalam berbicara bahasa Inggris serta kelebihan dan kekurangan strategi yang diterapkan. Informan penelitian ini adalah seorang guru bahasa Inggris di sebuah SMP Islam di Surakarta, Jawa Tengah yang mengajar di kelas VIII. Desain penelitian ini adalah studi kasus. Teknik pengumpulan data meliputi observasi dan wawancara. Temuan penelitian menunjukkan bahwa strategi guru untuk mengurangi kecemasan siswa dalam berbicara bahasa Inggris adalah relaksasi, persiapan, berpikir positif, mencari teman sebaya, dan kelompok sebaya. Penerapan strategi tersebut memiliki dampak, baik kelebihan maupun kekurangan. Kelebihan dari strategi tersebut adalah: (1) menciptakan lingkungan belajar yang santai dan positif, (2) mengembangkan keterampilan komunikasi dan pembelajaran kolaboratif. Sementara itu, kelemahan dari strategi yang digunakan oleh guru adalah siswa sering menghabiskan waktu untuk membuat kelompok dan berisik. Temuan ini menyiratkan bahwa memilih strategi yang tepat untuk membantu siswa mengatasi kecemasan mereka dalam berbicara bahasa Inggris memerlukan beberapa pertimbangan, seperti kemampuan siswa, kebutuhan, serta keadaan kelas. ___________________________________________________________________________________ Anxiety in speaking English can hinder students’ performance in learning the language. Recognizing this problem, English teachers should have strategies to help students cope with speaking anxiety. This current study focused on investigating teacher’s strategies to reduce students’ anxiety in speaking English as well as the advantages and disadvantages of the strategies applied by the English teacher of an Islamic junior high school in Surakarta, Central Java. Case study design was implemented in this research. The subject of this research is an English teacher who taught at the eight grades. The techniques in collecting the data included observation and interview. The research findings show that the teacher’s strategies to reduce students’ anxiety in speaking English are relaxation, preparation, positive thinking, peer seeking, and peer group. Implementing those strategies has impacts, either advantages or disadvantages. The advantages of those strategies are: (1) creating a relaxed and positive learning environment, (2) developing communication skill and collaborative learning. Meanwhile, the disadvantage of the strategies used by the teacher is students often take time in making groups and noisy. These findings imply that choosing the suitable strategies to help students cope with their anxiety in speaking English need some considerations, such as students’ abilities, needs, as well as classroom circumstances.
Indonesian Pre-Service EFL Teachers’ Perceptions and Expectations of Generative AI in Teacher Education: A Phenomenological Study Zainal ꞌArifin; Atin Kurniawati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.18032

Abstract

The rapid growth of Generative Artificial Intelligence (GenAI) in education has created an urgent need to understand how future teachers perceive its benefits, risks, and required skills, especially in the Indonesian context. This current study aims to explore Indonesian EFL pre-service teachers’ perspectives toward GenAI and their expectations regarding educational content related to GenAI at teacher training programs. Employing a qualitative approach with phenomenology design, the data in this study were obtained through reflective writings and semi-structured interviews involving pre-service teachers from the English Language Education Department at an Indonesian state Islamic university. The findings of thematic analysis reveal that they perceive GenAI benefits teachers by serving as a brainstorming partner for designing learning activities and saving time, while also supporting students through personalized learning experiences and instant feedback that can enhance their performance. Despite its advantages, GenAI poses challenges such as its occasional unreliability for teachers and potential overreliance that may hinder original thinking and professional growth. Meanwhile, overreliance on AI could lower students’ interaction and critical thinking, increase plagiarism risk, and foster the perception that AI is more capable than teachers. Teacher training programs are supposed to address it by focusing on three aspects, namely GenAI literacy, pedagogical knowledge, and ethical considerations. The findings imply that teacher education programs must systematically integrate GenAI literacy, pedagogical application, and ethical guidance to develop competence in leveraging AI effectively while maintaining critical thinking, thoughtful instructional autonomy, and responsible professional practice.
Co-Authors Ahdiyat Mahendra Anissatusholihah Anissatusholihah Apri Salwa Sasmita Rahmawati Arief Eko Priyo Atmojo Cahya Edi Setyawan Imroatus Solikhah Irwan Rohardiyanto Irwan Rohardiyanto Lintangsari, Adiningsih Malia Fransisca Mia Febriana Muchtar Hanafi Nico Harared Nilam Febrina Swastika Rini Anggrainingsih Rumpoko Setyo Jatmiko Salma Ayu Lutfiana Sujito Sujito Syaifullah Syaifullah Teguh Budiharso Wardani, Marianka Nanda Yunika Triana Zahrotun Hanifah Zainal 'Arifin