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All Journal Lingua Cultura Jurnal Celtic WARTA Jurnal Varidika Kajian Linguistik dan Sastra JURNAL PENDIDIKAN TAMBUSAI Paedagogia: Jurnal Pendidikan Indonesian Journal on Learning and Advanced Education (IJOLAE) Acuity : Journal of English Language Pedagogy, Literature and Culture JALL (Journal of Applied Linguistics and Literacy) Jurnal Pendidikan Bahasa Inggris Proficiency Journal of English Development Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Applied Research in English Education Lead Journal
Aryati Prasetyarini
Universitas Muhammadiyah Surakarta
Arts Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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IMPROVING STUDENTS’ PRONUNCIATION USING AUDIO VISUAL AIDS (AVAs) AT THE FIFTH YEAR OF AL-AZHAR SYIFA BUDI ELEMENTARY SCHOOL OF SURAKARTA IN ACADEMIC YEAR 2007/2008 (A CLASSROOM ACTION RESEARCH) Anggar Wulandari; Malikatul Laila; Aryati Prasetyarini
Kajian Linguistik dan Sastra Vol 20, No 1 (2008)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.795 KB) | DOI: 10.23917/kls.v20i1.4951

Abstract

The study aims to describe the implementation, result, and students’ responses to the implementation of teaching English pronunciation using Audio Visual Aids (AVAs). This descriptive qualitative study requires four procedures: planning, imple- menting, observing, and reflecting. The object of the study is the fifth year consist- ing of 19 students of Al-Azhar Syifa Budi Elementary School of Surakarta. The methods of data collection are pre-test and post-test, interview, questionnaires, and observation. The findings show that the mean score of students’ pre-test is 7.5 and the mean score of students’ post-test is 9.4. The result of the pre-test and post- test indicates that there is an improvement in students’ pronunciation, especially in pronouncing word-stress. The students’ responses to the implementation of AVAs are positive. It is proven by their enjoyment and excitement condition during the implementation of AVAs. Besides, their pronunciation ability, especially in pronounc- ing the correct word-stress has also improved. They are very interested in learning English pronunciation by watching video, since they can watch the characters’ expressions, listen to the native speaker’s voice, and read the subtitling appeared on the screen. Key words: AVAs, Classroom Action Research, video, pronunciation, and word-stress. 
Strategies to Cope With Students’ Discipline Problems in Senior High School Aryati Prasetyarini; Mauly Halwat Hikmat; Mohammad Thoyibi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.9474

Abstract

The article deals with the strategies implemented by teachers in facilitating the students to comply with the rules. The study aims at identifying the discipline problems faced by teachers and describing the strategies they employ to cope with the discipline problems. The study employed qualitative approach in which the researchers used questionnaire and interview to collect the data. The participants were high school teachers and students of 10 schools in Central Java, Indonesia from various backgrounds: public, private, Islam-based public, Islam-affiliated private, Islam-based dormitory. The interview script became the primary source for interpreting and analyzing data. The findings revealed that the most common discipline problems faced by the teachers were noisy classroom, wrong/incomplete attributes and unpunctuality. The strategies applied by the teachers to cope with the students were corrective, assertive, and preventive disciplines. The teachers should improve the quality in maintaining the classroom discipline by creating a conducive classroom and involving the students in setting the classroom rules, such as attendance, learning participation, students and teacher actions, and assessment.
THE ATTITUDE OF VOCATIONAL STUDENTS TOWARD LEARNING SPEAKING IN EFL CONTEXT Eryanika Rahma Kurniarizki; Aryati Prasetyarini
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v10i2.28519

Abstract

This study aimed to determine whether vocational students in grades 10 and 11 have attitude problems toward learning to speak, identify the causes of the problems in learning to speak and describe how they perceive their learning to speak. This study employed a mixed method, with descriptive statistics to analyze quantitative data and a descriptive interactive technique to analyze the qualitative data. Participants who voluntarily filled in the questionnaire were 109 students and six students as interview participants. Besides that, an English teacher voluntarily became the informant to be interviewed. Data was collected through questionnaires and interviews. The results showed that students' behavior in speaking and feelings of emotional attitude is quite good. However, the students' cognitive attitude to acquire and apply knowledge of speaking English is not good. This is due to low self-confidence when answering or expressing opinions in English. They were worried that the difference between pronunciation and writing would lead to mistakes when speaking English. TS vocational students' perceptions of learning to speak are basically like this learning. However, the lack of understanding of the material being taught causes boredom during the learning process.
TEACHERS PERSPECTIVES REGARDING THE IMPLEMENTATION OF MERDEKA BELAJAR IN ENGLISH CLASS: AN EXPLORATORY STUDY IN INDONESIAN CONTEXT 'Ainiyah, Aylul Fajrinniar; Prasetyarini, Aryati
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i2.5195

Abstract

This research was conducted to determine English teachers' perspectives, efforts, and challenges in implementing the Merdeka Belajar (Freedom to Learn) Curriculum in the classroom. Anchored from the interpretative paradigm, the study applied qualitative design using observation and interview to collect the data. The participants were the seventh and eighth -grade English teachers at one of the state Islamic schools in East Java. Data were obtained through observation and interviews. The data is analyzed using content analysis techniques and then validated using the data triangulation method. The results of the research showed that teachers had four perspectives, four efforts, and four challenges. The teachers' perspectives included: (1) The Freedom to Learn Curriculum encourages motivation and creativity, (2) The effectiveness of the curriculum, (3) Encouraging independence, and (4) Differentiated learning models. The teachers' efforts included: (1) Creating teaching materials, (2) Giving quizzes, (3) Making students work in groups, and (4) Providing feedback. The teachers' challenges included: (1) Adjusting to the new curriculum, (2) Unsupportive signals, (3) Adapting teaching to students' characters and needs, and (4) Difficulty in maintaining student engagement in the classroom. The conclusion of this research is that the teachers' perspectives were conveyed positively, and the teachers have made creative efforts for self-learning.
TEACHING VOCABULARY USING FLASHCARDS IN EFL CLASSROOM IN INDONESIA AND MALAYSIA Saputri, Nada Ayu; Prasetyarini, Aryati
Paedagogia: Jurnal Pendidikan Vol 13 No 1 (2024): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol13.Iss1.487

Abstract

The aim of this research is to investigate the effectiveness of Flash Cards as a learning medium in enhancing English language acquisition among students in a Guidance Centre in Malaysia and an elementary school in Waru. The participants included 8 students from a Malaysian Guidance Studio and 41 students from an elementary school in Waru, spanning grades 4 through 6. The use of Flash Cards proved to be beneficial for both teachers and students in teaching and comprehending English vocabulary, fostering a more interactive learning environment. Data for the research were collected through student perception tables and interviews. The findings suggest that incorporating flashcards into the learning process is an effective strategy for improving students' English vocabulary. The study anticipates that this approach will lead to increased student engagement and activity in English learning, providing them with more opportunities to practice vocabulary and sentence structures within real-life contexts. By utilizing Flash Cards, students are expected to engage more actively in practicing various vocabulary and sentence structures, enhancing their English language skills. This research encourages teachers to integrate this medium into their classrooms, making lessons enjoyable, comprehensible, and innovative in bolstering students' vocabulary.
The Application of Translation Shift of English Verb Phrase to Indonesian in Translation Teaching Haryanti, Dwi; Prasetyarini, Aryati; Hikmat, Mauly Halwat; Sabardila, Atiqa; Laila, Malikatul; Haryanto, Sigit
Applied Research on English Education (AREE) Vol 2, No 1 (2024): January 2024
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

This  article aims at classifying translation shifts of English verb phrase into Indonesian and describing the application of the translation shift in translation teaching. The data are in the forms phrases, clauses, and sentences containing verb phrases and their Indonesian transalation. The data were collected using content analysis, questionnaire, and interview. They were analyzed using Catford theory of translation shifts. The first result indicates that there are three translation shifts. They are structure shift, rank or level shift, and intra-system shift. Second finding shows that there are thirteen steps in translation teaching. Most procedures in teaching translation activated students as the approaches used were project-based learning and students centered learning. The process of teaching and learning by applying research results and doing directly as found in the examples makes it easier for students to understand the material provided.Keywords: verb phrase; translation shift; translation teaching
SECONDARY SCHOOLS STUDENT’S PERCEPTIONS OF USING THE DUOLINGO APP TO LEARN ENGLISH IN AN EFL CONTEXT Sugianto, Larasati Sekar Arum; Prasetyarini, Aryati
LEAD (Language, Education and Development) Vol 4 No 1 (2025): Volume 4 Number 1 2025
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2025.4.1.15876

Abstract

This study aims to find out how high school students perceive the Duolingo app as a medium for learning English in the classroom. It also aims to analyze the impact of the app on students' English proficiency and evaluate how students respond to learning using the app. The methodology used in this high school research is semi-structured interview and school observation using qualitative research approach to collect data. The results of the data obtained by the researcher, showed that using the Duolingo application as an English learning media succeeded in increasing the percentage of students' interest in learning English as a foreign language, so that students can easily learn English and explore various skills by practicing questions that have been provided in the application. Applying the media in the learning process also supports students to learn English independently.
Making Use of Social Media in Teaching English at The Seventh Grade of SMPN 2 Kartasura: Teacher and Students Problems Hazmy, Mohammad Iqbal Al; Prasetyarini, Aryati; Santoso, Rochmat Budi
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30439

Abstract

Penelitian ini dilakukan peneliti pada masa pandemi COVID-19, guru dan siswa diwajibkan menggunakan media sosial untuk pembelajaran menggunakan alat elektronik. Namun penggunaan perangkat elektronik di sekolah kurang memadai sehingga menimbulkan kendala bagi guru dan siswa. Oleh karena itu, peneliti tertarik untuk mengeksplorasi bagaimana guru dan siswa dapat memanfaatkan media sosial dalam pengajaran bahasa Inggris. Tujuan penelitian ini adalah untuk mengetahui berbagai aplikasi yang digunakan guru, permasalahan yang dihadapi guru dan siswa. Jenis penelitian ini adalah penelitian kualitatif. Penelitian ini dilaksanakan di SMPN 2 Kartasura. Subjek penelitian adalah satu orang guru bahasa Inggris dan tiga puluh dua siswa kelas tujuh G. Penelitian ini menggunakan observasi dan wawancara sebagai sumber data. Keabsahan data menggunakan triangulasi dengan membandingkan hasil observasi dengan wawancara. Hasil penelitian ditemukan bahwa guru menggunakan aplikasi Google Classroom, Youtube, dan Whatsapp yang digunakan selama pembelajaran pada masa covid-19, terdapat juga permasalahan guru yaitu sinyal internet dan respon siswa. Temuan lainnya adalah siswa merespons dengan baik penggunaan media sosial. Kesimpulannya, penggunaan media sosial dalam pembelajaran siswa SMPN 2 Kartasura sudah terbantu dan kendala yang dialami hanya kendala kecil.
Learners’ Perceptions and Experiences in Using AI to Learn English: An Exploratory Study in an EFL Context Maulida, Nimas Ayu Nawal; Prasetyarini, Aryati
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Purpose: This study aims to explore the role of artificial intelligence (AI) in improving English language learning among high school students in a bilingual school in Surakarta, Indonesia. Although AI is increasingly being integrated into the curriculum, more is needed to know about students’ experiences using AI for language learning, especially regarding technical challenges and their limited understanding of this technology. Methodology: This qualitative study used document analysis, observation, and semi-structured interviews with students and teachers based on Creswell’s (2014) qualitative approach. Participants were selected by purposive sampling, consisting of students in grades X, XI, and XII who use AI tools such as Duolingo and Google Translate. Results: Findings showed that although students found personalized feedback from AI tools helpful, challenges such as internet connectivity issues and limited linguistic feedback reduced their effectiveness. Some proposed solutions include developing more adaptive AI tools, improving technological infrastructure, and providing AI literacy training to enable students to utilize these technologies more optimally. Applications/Originality/Value: In addition, integrating AI with more diverse traditional teaching approaches can increase student motivation and reduce over-reliance on technology. This research provides new insights into AI’s challenges and potential uses in language education, emphasizing the need to balance technology and conventional learning methods. The development of more interactive and inclusive AI tools and AI literacy education can support the maximum utilization of this technology in bilingual education environments.
Teacher’s Perception and Challenges in Using Video Animation to Teach Vocabulary to Students with Disabilities Putri, Rizki Rahma; Prasetyarini, Aryati
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Purpose: This study investigates teachers' perceptions and challenges regarding the use of animated videos in learning vocabulary in English for students with disabilities. This research aims to find out the teachers' perceptions towards the use of animated videos in learning vocabulary in English and the challenges faced by teachers when using animated video media as a means of learning vocabulary in children with disabilities. Methodology: This study employed a qualitative methodology, triangulating data through interviews, classroom observations, and documentation. We conducted data analysis using Craswell's framework and Miles and Huberman's interactive model, which included data reduction, data presentation, and conclusion formulation. We purposefully selected three English teachers and corroborated the data with information from other sources to ensure its accuracy. The observation evaluated the application of video animation, the interview delved into teachers' perceptions of its use, and the document analysis scrutinized the involvement of students with disabilities in learning through video animation. Results: These findings show that according to teachers' perceptions, the use of animated videos in vocabulary learning is effective but depends on the condition and level of disability in students. Teachers also encounter challenges and difficulties when teaching vocabulary to students with disabilities using animated videos. Applications/Originality/Value: This study highlights teachers' views and obstacles in using video animation to teach disabled students vocabulary. It emphasizes the necessity for customized resources, teacher training, and flexible animation techniques to assist special needs student learning.
Co-Authors 'Ainiyah, Aylul Fajrinniar Agus Wijayanto Agus Wijayanto, Agus Anggar Wulandari Anggraini, Adelia Septian Atiqa Sabardila Chuswatul Hasanah Dwi Haryanti, Dwi Eprilia, Ummi Hany Eryanika Rahma Kurniarizki Hapsari, Anisa Diah Harsono, H Hasanah, Chuswatul Hazmy, Mohammad Iqbal Al indah muslimah nishfu syabani Junita Dwi Wardhani Malikatul Laila Maulida, Nimas Ayu Nawal Mauly Halwat Hikmat Muhammad Thoyibi Putri, Rizki Rahma Refi Regita Sari Sabar Narimo Safitri, Tresti Annisa Santoso, Rochmat Budi Saputri, Nada Ayu Sigit Haryanto Sofyan Anif Sugianto, Larasati Sekar Arum SURTIKANTI SURTIKANTI Surtikanti Surtikanti Thoyibi, Mohammad Ummi Hany Eprilia Wili Astuti Wulandari, Anggar