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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa PREMISE: Journal of English Education and Applied Linguistics LLT Journal: A Journal on Language and Language Teaching English Language in Focus (ELIF) Journal of English Language and Culture ELTR Journal Pedagogy : Journal of English Language Teaching Magister Scientiae
Agustine Andriana Ayu Mahardika
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Gain Insight into Sound Change Tendency among Thai Students Agustine Andriana Ayu Mahardika; Ouda Teda Ena
English Language in Focus (ELIF) Vol 5, No 1 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.5.1.1-10

Abstract

Good pronunciation leads to the clarity of understanding and delivering a word in daily communication and context. Since pronunciation is considered one of the problems for Thai students, this research investigated some sound changes of English words made by Thai students. ten sophomore students of English for Liberal Art in Xavier Learning Community Thailand were the participants in this research. one research question to be answered in this research is “what are common factors affecting Thai students’ English sound change?” Mixed-method was implemented to answer the research question and discover Thai students’ English mispronunciation. The focus of this study is to seek the common factors influencing Thai students’ English mispronunciation. The instruments to gather the data in this research are questionnaires and interviews. The result showed that five major problems are affecting Thai students’ English mispronunciation namely mother tongue, motivation, age, and intonation. Language change also becomes one of the factors affecting sound change among Thai students. This research concluded that to master the English language, L2 students should be more attentive to learning English. L2 students must also realize the importance of learning English pronunciation. This research has implications for the students, thesis advisors, and future researchers.
INDONESIAN GRADUATE STUDENTS’ STRATEGIES IN REGULATING THEIR MOTIVATION IN ACADEMIC READING Ayu Mahardika, Agustine Andriana; Kuswandono, Paulus
Premise: Journal of English Education and Applied Linguistics Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i2.4825

Abstract

Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.
THAI STUDENTS’ STRATEGIES IN LEARNING ENGLISH VOCABULARY Mahardika, Agustine Andriana Ayu
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.6993

Abstract

English is the most learned language by EFL learners in multilingual countries, including Thailand. To communicate with others in English fluently, students have to learn English vocabulary. Since learning English vocabulary is difficult, it can be overcome with suitable learning strategies. One research question to be answered in this research is “What are the learning strategies undertaken by Thai students to learn English vocabulary?” This mixed-method research employed a Likert-scale questionnaire distributed to 18 Thai students, and the FGD interview was conducted via Zoom with 3 Thai students. The questionnaire contained 21 items of Likert-scale statements and two open-ended questions. The findings showed that the strategy they frequently use is the metacognitive strategy, while the strategy they rarely use is the memory strategy. It is recommended that future researcher interested in expanding this topic do extensive research to determine its trustworthiness and provide further information about the topic.
THE LECTURERS’ WRITTEN CORRECTIVE FEEDBACK IN WRITING CLASSES: UNIVERSITY STUDENTS’ OPINIONS AND PREFERENCES Witari, Putu Sita; Mahardika, Agustine Andriana Ayu
Journal of English Language and Culture Vol 15, No 1 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i1.6303

Abstract

Writing in English for university students who use English as their second or foreign language can be challenging. This is not only because of the linguistic aspects that may be different from their first language but also because of the non-linguistic aspects such as the content, knowledge, and structure. For such cases, the involvement of a lecturer in their learning process is essential and this can be done by providing written corrective feedback (WCF) to their writing. In order to investigate the university students’ opinions of written corrective feedback and the types of it that are preferred in their writing classroom, this study hence is conducted to gain a better understanding from the students’ point of view. By implementing mixed-method research, the findings revealed major outcomes. Results showed that students generally felt positive about receiving WCF, as it helped identify errors, progress, and weaknesses. However, they felt that WCF alone was insufficient, and a combination of written corrective feedback and verbal feedback was more beneficial. Moreover, the students prefer direct feedback over indirect feedback to build awareness and knowledge about their writing process. They are impartial towards metalinguistic feedback and prefer correction forms with explanations. Lecturers' writing feedback develops critical thinking and revision strategies, encouraging students to research and read widely. Future studies could include longitudinal studies with teacher and student opinions, class observation, and technological advancements, aiming to stimulate new perspectives on written corrective feedback in EFL classrooms.
INVESTIGATING RELIGIOUS BOARDING SCHOOL SEMINARIANS’ SELF-EFFICACY IN ACADEMIC READING ABILITY Mahardika, Agustine Andriana Ayu
ELTR Journal Vol. 9 No. 1 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i1.226

Abstract

Reading becomes a crucial skill to have in this digital era. People can analyze and acknowledge the content of the text by engaging their critical thinking to obtain useful knowledge that may be beneficial for their future endeavors. High self-efficacy is important to be implemented to test out students’ ability in academic reading. This research aimed to investigate religious boarding school seminarians’ self-efficacy in academic reading ability. A Likert scale, consisting of 10 items of statements, was distributed to 36 third-year seminarians and an in-depth interview was done with two third-year seminarians. TKT 3 is applied and it aims to show the concept (proof-of-concept) of crucial purpose and/or features analytically and experimentally. The findings revealed that religious boarding school seminarians tend to find solutions to their problems in finishing academic reading tasks. Future researchers who are interested in broadening the topic are recommended to do research involving more religious boarding schools to deepen the data and improve the trustworthiness of the data.
Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students Agustine Andriana Ayu Mahardika; Barli Bram
Jurnal Pedagogy Vol 10 No 2 (2022): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v10i2.4560

Abstract

Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
INCORPORATING CRITICAL LITERACY IN ELT: IMPROVING INDONESIAN STUDENTS’ CRITICAL THINKING AND WRITING ENGAGEMENT Mahardika, Agustine Andriana Ayu; Silalahi, Ronald Maraden Parlindungan
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.8300

Abstract

This research investigates how critical literacy is applied in an English Language Teaching (ELT) context and how it promotes students’ critical thinking, engagement, and writing expression. Employing a qualitative case study approach, the researchers converged data through observation and semi-structured interviews with four participants from a private university in North Jakarta. It is shown that critical literacy guides students to examine social and political topics from various points of view, improves their classroom engagement, and assists the growth of organized and logical written arguments. Instead of simply emphasizing on enhancing writing details, this research focuses the function of critical literacy as a pedagogical approach that enable students to think intensely, communicate convincingly, and captivate with real-world topics in meaningful ways.
PRIVATE SENIOR HIGH SCHOOL TEACHERS’ SELF-EFFICACY IN UNDERSTANDING STUDENTS’ NEEDS DURING THE ONLINE LEARNING Agustine Andriana Ayu Mahardika; Concilianus Laos Mbato
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4170

Abstract

During the pandemic, everyone is required to do activities at home, including the teaching-learning process, which is done online. Students’ needs should be taken seriously by teachers. High self-efficacy is essential, and teachers must regulate their emotions in teaching students online learning. This research aimed to determine teachers’ self-efficacy in understanding students’ needs and strategies for regulating their emotions during online teaching-learning. During the teaching-learning process, teachers may face various students’ characteristics, and sudden situations that happen during the process may stress the teachers. Therefore, teachers need self-efficacy that will help them regulate themselves to execute their actions and solve problems. This qualitative research employed an open-ended questionnaire distributed to five private senior high school teachers, and an in-depth interview was conducted with three private senior high school teachers. The findings revealed that self-efficacy and emotion-regulation strategies were the main factors for teachers to understand their students’ needs during the teaching-learning process. It is recommended that future researchers interested in expanding this topic do extensive research to check its trustworthiness and provide further information about it.
Utilizing Gamification “Duolingo” to Enhance Motivation in Learning English Vocabulary among Adults Agustine Andriana Ayu Mahardika; Putu Sita Witari
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 1 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i1.128223

Abstract

Learning English may be beneficial for adults to explore many things and communicate with others. A strong knowledge of English vocabulary is needed to fulfill those purposes. However, adults may think that they have no time to learn English. Therefore, gamification has become one of the best ways to learn English vocabulary. One of the gamification tools that can be used to learn is Duolingo. Duolingo is a game-based application to help people learn a foreign language, especially English. One research question is presented in this research: “What factors affect adults to use Duolingo to enhance motivation in learning English vocabulary? This research aims to find out factors that affect adults to utilize Duolingo to improve their motivation in learning English vocabulary. This mixed method of research used a close-ended questionnaire containing 17 items of Likert-scale statements and an in-depth interview to gather the data. The Likert-scale questionnaire was distributed to 41 participants and the online Zoom meeting was conducted with 3 participants. This research applies TKT 3 which aims to prove the concept (proof-of-concept) of important functions and/or characteristics analytically and experimentally. The findings displayed that the game features present some beneficial impacts for the users such as better understanding in learning English vocabulary. It is expected that future researchers employ many participants so the results can be specified and used in broader educational contexts. 
Co-Authors Barli Bram Concilianus Laos Mbato Ouda Teda Ena Paulus Kuswandono Putu Sita Witari Silalahi, Ronald Maraden Parlindungan Witari, Putu Sita