Garuda - Garba Rujukan Digital

PERSEPSI MAHASISWA TERHADAP ONLINE PEER FEEDBACK PADA TUGAS MENULIS DISCUSSION TEXT Inayatul Ulya
JURNAL LITBANG KOTA PEKALONGAN Vol. 21 No. 1 (2023)
Publisher : Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah (Bappeda) Kota Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54911/litbang.v21i1.250

Writing is a productive activity where the writer expresses his/her ideas in the form of sentences, paragraphs or text. To know how far studentsâ€™ writing skill mastered, it was needed to do feedback, one of them was online peer feedback. This study aimed to find out studentsâ€™ perception on Â the implementation of online peer feedback on the project of writing discussion text. Mix method research was applied. The subject of the study were the 2nd semester students of English Education Department of Pekalongan University. Questionnaire, interview, and documentation were conducted to get the data. For the quantitative data, they were analyzed statistically. Meanwhile, for the qualitative data, they were described by doing data interpretation. The finding showed that studentsâ€™ perceptions in terms of online peer feedback were that online peer feedback can be done flexibly and easily accessed. Through peer feedback, students can identify the colleagues writing, in terms of content, structure, linguistic features, vocabulary, and mechanics. Meanwhile, the obstacles faced were that it was not easy for students to compose words in delivering feedback. Keywords: Perception, online peer feedback, discussion text

Pelatihan Penggunaan Modal Auxiliary dalam Menulis Kalimat Permintaan Ida Ayu Panuntun; Inayatul Ulya
DIMASEKA Vol 1 No 1 (2023): April 2023
Publisher : FEB Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/dimaseka.v1i1.11

Communication in the global era requires doer of the communication mastering English. In line to this condition, English is a necessity in education, including in Pekalongan. Many students of the second grade of SMP N 5 Pekalongan, often face difficulties in using modal auxiliary when constructing request sentences and it will affect the use of politeness strategies. This phenomenon occurs between teachers and students, or even among students. Based on the root of the problem, Team of PkM held a Training on the Use of Modal Auxiliary in Writing Request Sentences. The sample of this PKM activity was 33 students. PkM was held in 6 months, in the academic year of 2022/2023. PkM activity was done in 4 stages, namely socialization, training, mentoring and evaluation. This activity was carried out well. Each stage in the activity supports the plan to achieve the objectives of PkM. The result was measured from the results of the pre-test and post-test as a comparison in formulating the level of success. The results of the questionnaire showed an increase in aspects of understanding the aspect of auxiliary capital with the score (Good), examples of auxiliary capital (Very Good), its use (Very Good) and the social status of conversation actors (Good). Through this activity, students can distinguish and choose the appropriate use of modal auxiliary according to social status or age.

The Challenges Of Submitting Students' Project Through Google Classroom In PostPandemic Adiatya, Salwa; Ulya, Inayatul
JELLE Vol 5, No 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4054

This study was aimed to describe the strength and weaknesses of implementation Google Classroom as a platform to submit students’ project in post-pandemic. This research was conducted at SMAN 1 Wiradesa in the eleventh graders. This study used a descriptive qualitative methodology. To know the strength and weaknesses of implementation Google Classroom as a platform to submit student’s project in postpandemic, the researcher conducted interviews with English teacher and gave questionnaires to class XI MIPA 1 SMAN 1 Wiradesa. The result showed that Google Classroom makes it easier for students and teachers. The accessibility of materials, assignments, and student collections is facilitated in part by Google Classroom. Students are reminded when it is time to turn in their assignments, and they can also ask with their teachers in person if they have any questions. Because it can be done from any location at any time, using Google Classroom as a platform for assignment submission helps both students and teachers. The Google Classroom menus assist teacher and students in the learning process so that it can be collected in real time. The weakness is the problem of network connection, a weak network connection will take a long time to download and submit assignments. This is what sometimes makes students late in submitting assignments. The second, there is a deadline for submitting assignments. due to the large number of assignments that students have from various subjects. It makes the students late in submitting assignments. The third is internet quota. many students have limited internet quota and only a few students have wifi at their homes. Key words : Google Classroom, students’ project

The Challenges of Implementing Instagram as Platform in Writing Caption of Digital Marketing Setia Rini, Ayu; Ulya, Inayatul
English Language and Literature International Conference (ELLiC) Proceedings Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L
Publisher : Universitas Muhammadiyah Semarang

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

Expressing ideas in writing caption of promoting products was not easy for students, therefore the researchers tried to optimize the use of social media especially Instagram to establish students’ interest in writing. This research was focused on investigating the strengths and weaknesses of implementing Instagram in writing promotional caption. A descriptive qualitative method was applied in doing the investigation. 31 students of Vocational High School were participated as the subject of this research. To achieve the objective of the study, three instruments were used, they were test, questionnaire, and interview. The test was writing caption through Instagram. The questionnaire was distributed online, meanwhile, the interview was done face to face. Next, the data were analysed and described using qualitative methods. Research findings showed that Instagram contributed positive things to doing writing projects. By using Instagram, students’ writing could be reached by the readers everywhere. Since the material was caption, the students could develop their writing skill of promoting something through Instagram. However, there were found the problems in writing caption using Instagram. It was found that 11 students confused in determining the caption model and did not have any idea about the product to be promoted. In addition, the problem in finding the topic and developing the sentences to be an attractive promotional caption was faced by 16 students. In conclusion, Instagram could be used as a platform to post students’ writing projects, however, the students need to enrich the ideas in writing

PELATIHAN PEMANFAATAN VLOG SEBAGAI MEDIA PEMBELAJARAN MENULIS DESCRIPTIVE TEXT DI SMPN 5 SRAGI KABUPATEN PEKALONGAN Ulya, Inayatul; Panuntun, Ida Ayu
WIDHARMA - Jurnal Pengabdian Widya Dharma Vol. 2 No. 02 (2023): Agustus 2023
Publisher : LPPM Universitas Widya Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54840/widharma.v2i02.136

Learning in endemic era is not inseparable from the use of technology to support teaching and learning process. The use of technology can be realized in the use of Vlog as a learning medium. Therefore, a workshop was needed for English teachers and the students in utilizing technology in the teaching learning process. This activity was aimed to: 1) facilitating workshop to the teachers on the use of vlog as teaching medium of descriptive text, and 2) providing training to the students in writing descriptive text based on the vlog they watched. The participants of this agenda were 33 people consisting of English teachers and seventh graders of SMPN 5 Sragi, Pekalongan regency. This activity was held in some stages, they were Vlog playback, presentation, writing practice, and feedback. The result of this workshop showed that the teachers got new experiences to innovate the teaching learning process, especially the use of learning media. Meanwhile, for the students, they felt enjoyable learning atmosphere. They could develop ideas for writing descriptive text assisted by learning media in the form of “Wonderful Black Canyon” Vlog.

Analyzing Students’ Needs in Developing Tourism Reels as Teaching Media of Writing Descriptive Text Ma'ruf Mahardika, Amar; Ulya, Inayatul
JELLE Vol. 6 No. 01 (2025): JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2025
Publisher : LPPM Universitas Pekalongan

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

This research aims to develop Instagram Reels as an innovative learning media to enhance students' descriptive text writing skills at SMA N 01 Wiradesa. The research design employed in this study was descriptive qualitative, which focuses on analyzing the phenomenon of teaching writing descriptive texts through the use of Instagram tourism reels. The instruments used in this research include documentation, and questionnaires. Data collection was conducted in several stages. First, the questionnaire was distributed to the participants which consisted of students from SMA N 01 Wiradesa. The responses were measured using a Likert scale, which is commonly used to assess attitudes, perceptions, and opinions in a structured format. Documentation involved analyzing teaching modules, learning materials, and student score lists to support the research objectives. Questionnaires consisted of needs analysis. The needs analysis questionnaire identified students' learning requirements. Data analysis employed qualitative methods using descriptive analysis. The needs analysis revealed that 84% of students frequently use Instagram, highlighting its potential as a learning media. The findings indicate that Instagram Reels is highly needed as an effective and engaging learning media to support students in improving their descriptive text writing skills.

Students’ Perspectives on Feedback From Write & Improve Website in Supporting Writing Skills Rahmah, Eka Maurina; Ulya, Inayatul
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1055

Writing is one of important skills considered in the process of learning English. In order to support the development of writing skills, feedback is key features for guiding the English learners in identifying and correcting their writing errors. However, with the advancements of technology, automated writing evaluation (AWE) tool integrated to provide immediate feedback on students’ writing. This study aims to find out whether feedback provided by this website help students to produce written works and help them understand the basic elements of writing and their writing level. English students at Pekalongan University were participant of this study. Data were collected through questionnaire and semi structured interview. The result revealed that students have positive response regarding the use of feedback from Write Improve in supporting their writing skills. However, the website still needs further development.

EFL students’ anxiety in writing journal manuscripts: An analysis of levels and causes Ulya, Inayatul; Matra, Sarlita Dewi; Sidqi, Muhammad Fajru
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.433-450

Writing anxiety represents a critical affective variable in English as EFL academic context, associated with challenges in written language production. This study investigates the writing anxiety experienced by Indonesian EFL students, specifically examining its levels and underlying causes. Writing anxiety is a prevalent barrier to effective written expression, particularly in second language academic contexts. Employing a mixed-method approach, the research integrated both quantitative and qualitative data to provide a comprehensive understanding of this phenomenon. A purposive sample of 58 sixth-semester students from the English Language Education at Pekalongan University (UNIKAL) Central Java, Indonesia, was selected, focusing specifically on those who passed the Writing for Academic Purpose course. Data were collected using a questionnaire adapted from the Second Language Writing Anxiety Inventory (SLWAI) and supported by semi-structured interviews. The questionnaire measured three types of writing anxiety: cognitive, somatic, and avoidance behavior. Results revealed moderate levels of cognitive anxiety (M = 2.68), somatic anxiety (M = 2.81), and avoidance behavior (M = 2.83). Students expressed concerns about negative judgment, fear of making errors, and physical symptoms such as tension under time constraints—factors that contributed to procrastination and avoidance. Qualitative findings echoed these results, identifying fear of evaluation, limited writing experience, and low self-confidence as major contributors to writing anxiety. Notably, although students perceived writing tasks as challenging, their anxiety levels remained moderate, indicating a persistent but manageable affective barrier. It is recommended that future researchers and educators consider addressing cognitive, somatic, and behavioral dimensions of writing anxiety when designing EFL writing instruction, particularly by incorporating strategies that reduce fear of evaluation and build students’ writing confidence.

The Challenges Of Submitting Students' Project Through Google Classroom In PostPandemic Adiatya, Salwa; Ulya, Inayatul
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4054

This study was aimed to describe the strength and weaknesses of implementation Google Classroom as a platform to submit students’ project in post-pandemic. This research was conducted at SMAN 1 Wiradesa in the eleventh graders. This study used a descriptive qualitative methodology. To know the strength and weaknesses of implementation Google Classroom as a platform to submit student’s project in postpandemic, the researcher conducted interviews with English teacher and gave questionnaires to class XI MIPA 1 SMAN 1 Wiradesa. The result showed that Google Classroom makes it easier for students and teachers. The accessibility of materials, assignments, and student collections is facilitated in part by Google Classroom. Students are reminded when it is time to turn in their assignments, and they can also ask with their teachers in person if they have any questions. Because it can be done from any location at any time, using Google Classroom as a platform for assignment submission helps both students and teachers. The Google Classroom menus assist teacher and students in the learning process so that it can be collected in real time. The weakness is the problem of network connection, a weak network connection will take a long time to download and submit assignments. This is what sometimes makes students late in submitting assignments. The second, there is a deadline for submitting assignments. due to the large number of assignments that students have from various subjects. It makes the students late in submitting assignments. The third is internet quota. many students have limited internet quota and only a few students have wifi at their homes. Key words : Google Classroom, students’ project

Title

Found 19 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 19 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 19 Documents
Search