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All Journal Perspective Jurnal Pendidikan Bahasa Inggris JEES (Journal of English Educators Society) Academic Journal Perspective : Education, Language, and Literature Indonesian Journal of Innovation and Applied Sciences (IJIAS) Academic Journal Perspective : Education, Language, and Literature
Roghibatul Luthfiyyah, Roghibatul
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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LESSON STUDY AS A PLATFORM FOR ENGAGING SPEAKINGLECTURERS IN DOING TEACHER PROFESSIONAL DEVELOPMENT Luthfiyyah, Roghibatul
Perspective Jurnal Pendidikan Bahasa Inggris Vol 2, No 2 (2015): Perspective Volume 2, Number 2, Mei 2015
Publisher : Perspective Jurnal Pendidikan Bahasa Inggris

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Abstract This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This studyprovides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification. Keywords: Lesson Study, Teachers Professional Development, Prolonged Engagement
METACOGNITIVE AS ONE OF THE STRATEGYIN TEACHING READING COMPREHENSION Luthfiyyah, Roghibatul; Perdani, Laena Kusuma
ELT Perspective Jurnal Pendidikan Bahasa Inggris Vol 1, No 2 (2014): Perspective Volume 1, Number 2, Mei 2014
Publisher : ELT Perspective Jurnal Pendidikan Bahasa Inggris

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ABSTRACT This study aims at investigating further about the effectiveness of Metacognitive Strategy implementation for students’ reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students’ responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension. Keywords : Metacognitive Strategy, KWL Chart, Reading Comprehension
Risk-Taking, Speaking Ability, and Australasian Parliamentary Debate; Do They Really Appertain? Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 1 (2014)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1169.127 KB) | DOI: 10.33603/perspective.v2i1.1639

Abstract

The purposes of this study are: (1) to find out whether there is any positive correlation between risk-taking and Australasian Parliamentary English Debate; (2) to find out whether there is any positive correlation between apeaking ability and Australasian Parliamentary English Debate; (3) to find out whether there is any positive correlation between risk-taking, speaking ability, and Australasian Parliamentary English Debate of the fifthh semester students of English Education Department of Unswagati in academic year 2014-2015.This research is carried out at English Education Department of Unswagati Cirebon. This research was conducted in 3 months, from January to March 2015. The population of this research was the fifth semester students of English Education Department of Unswagati Cirebon. There were 80 students taken as sample for this study using random sampling technique. the data used for this study were collected using performance tests and questionnaire. The data gained from questionnaire and tests were then being analyzed using simple correlation and multiple linier regression.Based on the result of the study, it can be concluded that: (1) there is significant positive correlation between risk-taking and Australasian Parliamentary English Debate.
Extensive Listening Activities of EFL Learners in Higher Level of Education Wahidah, Farah Sukmawati; Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v6i2.1577

Abstract

Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed youtube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.
Metacognitive as One of the Strategy in Teaching Reading Comprehension Luthfiyyah, Roghibatul; Perdani, Laena Kusuma
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v1i2.1621

Abstract

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of  SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.
Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.335 KB) | DOI: 10.33603/perspective.v2i2.1627

Abstract

This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.
Technology use in secondary level of English language teaching: A Literature Review Luthfiyyah, Roghibatul; Hafifah, Gusti Nur; Ivone, Francisca Maria; Tresnadewi, Sintha
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
PROMOTING SELF-REGULATED LEARNING USING YOUTUBE: A SYSTEMATIC REVIEW Aljabari, Muhammad Saddam Husein; Dwiniasih, Dwiniasih; Luthfiyyah, Roghibatul
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 11 No 2 (2023)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

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Abstract

This article delves into the role of YouTube in education, with a particular focus on its potential to enrich self-directed learning, especially in the realm of listening skills. A thorough examination of 30 scholarly journals was carried out to evaluate the endorsement of YouTube as a tool for enhancing self-directed learning. Data analysis encompassed the creation of a matrix to discern the impact, types, and purposes of YouTube in educational settings. The findings underscore YouTube as a highly valuable resource for fostering self-directed learning, owing to its adaptability and ease of access. Trends were identified across publication years, research methodologies, participant demographics, study objectives, and YouTube's role in promoting self-regulated learning. Nevertheless, this study also sheds light on the limitations in the application of YouTube in specific educational contexts, influenced by subject matter and varying educational levels. In summary, YouTube exhibits substantial promise in education, but its effectiveness hinges on thoughtful implementation strategies tailored to address the unique needs of both students and teachers.
A Study on English Students' Perception Regarding the AI Implementation on Listening and Speaking Skills Azzahra, Naziha; Tri Widiastuti, Pina; Sopyani, Nopi; Luthfiyyah, Roghibatul; Dwiniasih
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 4 No. 2 (2024): June-September
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v4i2.1466

Abstract

Listening and speaking teaching have always been weak links in English teaching. The emergence of the intelligent learning system breaks the traditional learning method in the classroom, allowing students to obtain learning resources anytime, anywhere, free from fixed time and fixed space. This study aims to know student perceptions of English educational students regarding the implementation of AI to increase listening and speaking skills and to know the limitations and difficulties English education students face while using Duolingo and ELSA Speak applications. We conducted a reflection and semi-structured interview among undergraduate English education students in West Java. A total of 6 participants and all of them are 7th semester English Language Education students. The majority of them agree that AI can increase listening and speaking skills, especially Duolingo and ELSA Speak. Even though there are a lot of limitations and difficulties that need to be considered, such as having a stable internet connection and storage capacity, the student still mentioned that Duolingo and ELSA Speak are great applications for improving listening and speaking skills.
Co-Authors Aljabari, Muhammad Saddam Husein Azzahra, Naziha Dwiniasih Dwiniasih Farah Sukmawati Wahidah, Farah Sukmawati Francisca Maria Ivone Gusti Nur Hafifah Laena Kusuma Perdani, Laena Kusuma Sintha Tresnadewi Sopyani, Nopi Tri Widiastuti, Pina