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All Journal Jurnal Ilmiah KORPUS J-REaLL Journal of Educational Management and Instruction (JEMIn) Language-Edu Media Abdimas LinguaEducare: Journal of English and Linguistic Studies Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) JEIT (Journal of Educational Innovations and Technologies)
Andini Septama Sari
STKIP Muhammadiyah Pagaralam
Humanities Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Developing English Grammar Textbook for the Students of General English Course (GEC) at Mahesa Institute Pare Andini Septama Sari
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (61.355 KB)

Abstract

The study was Research and Development (R&D) in which the main purpose is to develop educational product, in this term is textbook. The researcher conducted several steps to develop an appropriate English grammar textbook. The prosedures are; (1) needs analysis and needs assessment as reference study (2) materials development (3) expert validation (4) revision (5) try out (6) final product. The data of the study were collected through the observation questionnaire, interview and expert validation checklist. Based on data of need analysis which was followed by 20 students who filled the questionnaire, students of GEC at Mahesa Institute conveyed that grammar is the most difficult material in learning English. Also, the existing textbook does not appropriate. It was because the content of the textbook was not relevant to students’ needs. To cope with this problem, the researcher developed English grammar textbook based on their need. The results of need assessment become the basis of how the researcher composed the grammar textbook. Then the findings of the study indicated that the developed material was appropriate. The product fulfills students’ need in general. The result of the tryout proves that the product makes the students more interested in English and they became more motivated in learning English grammar. Keywords:developing material, textbook, basic grammar
Pelatihan Pembuatan Video Sebagai Media Pembelajaran Menggunakan Kinemaster Andini Septama Sari; Fadilaturrahmah Fadilaturrahmah; Umi Kalsum; Yuliana Yuliana; Pepes Redi Juliansa; Yuyun Setiawan Putra; Hikma Tansilo
Media Abdimas Vol 1 No 3 (2022): Jurnal Media Abdimas Vol 1 No 3 Bulan November 2022
Publisher : Universitas Persada Indonesia YAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.646 KB) | DOI: 10.37817/mediaabdimas.v1i3.2559

Abstract

Video sebagai media pembelajaran merrupakan salah satu hal terpenting dalam proses belajar mengajaruntuk tercapainya sebuah tujuan pembelajaran. Video dapat memberikan gambaran realia untuk menunjangauditori dan visual peserta didik. Salah satu aplikasi yang dapat dipakai untuk membuat video dengan cukupmudah adalah kinemaster. Adapun tujuan dari kegiatan ini adalah untuk memberikan pelatihan pembuatanvideo sebagai media pembelajaran dengan menggunakan aplikasi Kinemaster. Metode yang digunakandalam pelaksanaan kegiatan ini adalah pelaksanaan pelatihan pembuatan video sebagai media pembelajarandengan menggunakan aplikasi Kinemaster. Keberlanjutan setelah program ini selesai sepenuhnyadikembalikan kepada para guru yang terlibat sebagai mitra kegiatan ini untuk mengimplementasikannyakedalam pembelajaran di kelas. Terdapat peningkatan kemampuan para guru dalam menggunakan teknologidan informasi dalam kesehariannya untuk mengajar. Hal ini bisa dibuktikan dengan praktik membuat videopembelajaran secara berkelompok dan individu menggunakan aplikasi kinemaster setelah pemaparan materi.Para peserta sangat terlihat antusias dalam mengikuti pelatihan ini. Hal ini disebabkan karena aplikasi ini barumereka gunakan untuk pembuatan video pembelajaran. 76% mereka beranggapan puas terhadap kegiatan ini.Peserta mengharapkan ada kegiatan pelatihan kembali.
The Relationship Between the Big Five Personality Traits and Self-Regulated Learning Strategies Among University Student in Learning TOEFL Preparation Yudha Aprizani; Fitra Ramadani; Hartatya Novika; Andini Septama Sari
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1084

Abstract

The study portrays university-students’ personality traits concerning about their self-regulated learning during learning TOEFL preparation. This study examines the correlation between personality trait and self-regulated learning experienced by university-students during learning TOEFL Preparation. A total of 113 University-students are participated in this study. This study conducts online survey questionnaire for data collection. The Self-Regulation Questionnaire (SRQ) model developed by Brown et al., (1999) is employed to measure self-regulated learning during participated in learning TOEFL preparation. Moreover, the study The Big-Five Personality Inventory (BFPI) to measure university-students’ personality traits developed by Soto and John (2017). The result of this study shows that the correlation between the students’ personality traits and their self-regulated learning will gain a significant impact for the University-students in encountering their preparation in TOEFL test. This study is expected to be able to help the university students to be aware of how to overcome their difficulties to regulate their personality traits in encountering a process of learning TOEFL preparation.
Enhancing Students' Reading Comprehension through Reciprocal Questioning Sari, Andini Septama; Lipta; Marlinda, Sherly
LinguaEducare: Journal of English and Linguistic Studies Vol. 1 No. 2 (2024): LinguaEducare: Journal of English and Linguistic Studies
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/lec.1v.2i.10

Abstract

Reading has been very challenging for students especially when its position is as a foreign language. During the researchers’ observation, it was found that students’ reading scores at SMA Muhammadiyah Pagaralam are still below the standard passing score. The students expressed that it was hard for them to comprehend the reading due to their lack of vocabulary and the text was a bit difficult to understand. This study offered a method called reciprocal questioning (REQUEST) to solve that problem. This study aimed at finding out whether there was a significant difference in reading comprehension of the narrative text between the 10th-grade students of SMA Muhammadiyah Pagaralam who were taught by using the REQUEST strategy and those who were not. The method of this study is quantitative with a quasi-experiment design. Two classes were used out of six for experiment and control classes. Pre-test and post-test were used as data collection and distributed to the students in both experiment and control classes. The sample was chosen purposely non-random. Paired sample t-test and independent t-test were used to analyze the data through SPSS 22. The result of this study indicated that there was a significant difference in students’ reading comprehension.
Pengembagang Modul Bahasa Inggris untuk Mahasiswa Program Studi Matematika di STKIP Muhammadiyah Pagaralam Sari, Andini; Yuliana
Jurnal Korpus Vol 6 No 2: Agustus 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jik.v6i2.23943

Abstract

The purpose of this study is to develop an English module based on local wisdom for students that is in accordance with the needs analysis. This module is expected to facilitate the teaching of English to students of non-English study programs at STKIP Muhammadiyah and improve the achievement of learning outcomes through modules made based on the Borg &Gall development scheme by going through several stages, namely (1) needs analysis (2) module planning (3) module development (4) module validation (5) module revision I (6) module trial (7) module revision II (8) final module. The method used in this study is Research and Development. Research that uses this research and development design has test subjects in the form of; 2 learning experts, 2 peers, and 40 1st semester students who took English courses and were chosen randomly as validation of the module test. Data were collected through observations, interviews and questionnaires that were shared with the test subjects and became a reference for module development according to the stages adapted from the Borg&Gall development scheme. The results of the development of this module are in the form of teaching materials that can be used as the main reference in teaching English in the Mathematics study program at STKIP Muhammadiyah Pagaralam.
Efficacy of AI-based Text-to-Speech in Indonesian pronunciation training for foreign speakers (BIPA): A mixed-method analysis Putra, Yuyun Setiawan; Tansilo, Hikma; Hastomo, Tommy; Sari , Andini Septama; Aguilar, Mark Gabriel Wagan
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12403

Abstract

This study investigated the efficacy of Artificial Intelligence (AI)-based Text-to-Speech (TTS) technology in Indonesian pronunciation training for Foreign Speakers (BIPA), addressing a notable research gap concerning its specific effectiveness and learner perceptions. Employing a mixed-method quasi-experimental design with experimental (n=20) and control (n=20) groups, the research utilized pronunciation tests, perception questionnaires, and interviews. Based on the paired sample t-test, findings showed that AI TTS was significantly more effective than conventional methods in improving BIPA learners’ pronunciation in accuracy, fluency, and intelligibility. This efficacy is attributed to AI's capacity for immediate, personalized feedback and objective analysis. The qualitative data analysis revealed that learners reported overwhelmingly positive perceptions regarding AI TTS's effectiveness, engagement, and confidence-boosting impact, appreciating its non-judgmental and accessible nature. However, limitations emerged concerning voice naturalness, intonation accuracy, and the interpretation of contextual nuances. Concerns were also raised about potential over-reliance on AI, technical reliability, and data privacy. These findings strongly advocate for a blended learning approach in BIPA pronunciation instruction, strategically leveraging AI's strengths while preserving the essential value of human teaching for higher-order linguistic and cultural competence. The study contributes to applied linguistics by providing empirical insights into AI applications in second language acquisition beyond English contexts and offers practical guidance for developing adaptive, user-centered BIPA curricula and fostering responsible AI integration.
The Use of Give One Get One Strategy to Improve Students’ Reading Comprehension in Recount Texts Zerra Novalina; Andini Septama Sari
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.49

Abstract

Reading comprehension is a crucial skill in English language learning, yet many students struggle to understand texts effectively. This study investigates the effectiveness of the Give One, Get One strategy in improving students' reading comprehension. A quasi-experimental design was employed, involving 70 tenth-grade students from SMK Muhammadiyah Pagar Alam, divided into an experimental group (35 students) and a control group (35 students). Both groups took a pre-test before the treatment and a post-test afterward. The experimental group received instruction using the Give One, Get One strategy, while the control group followed conventional teaching methods. Statistical analyses, including paired sample t-tests and independent sample t-tests, revealed a significant improvement in the experimental group's reading comprehension scores. The findings indicate that the Give One, Get One strategy is an effective and engaging approach for enhancing reading skills, promoting active participation, and increasing students' confidence in reading English texts. Teachers are encouraged to adopt this strategy to foster a more interactive learning environment. Future research should explore its impact on other language skills, such as listening, speaking, and writing.
From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching Andini Septama Sari; Utami Widiati; Evynurul Laily Zein; Suharyadi Suharyadi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24739

Abstract

Although self-regulated learning (SRL) has been widely discussed in language education, less is known about which classroom-based strategies most consistently translate into learner autonomy in predominantly face-to-face English Language Teaching (ELT) settings. Addressing this gap, this systematic literature review synthesizes empirical studies on SRL in traditional ELT classrooms and examines how these strategies support autonomous learning. Following PRISMA procedures, 56 studies indexed in Scopus and published between 2016 and 2025 were selected through database filtering, eligibility screening, and full-text review. The synthesis shows that many successful interventions were grounded in Zimmerman’s cyclical SRL model, especially when teachers explicitly scaffolded goal-setting, monitoring, and reflection. Cognitive and metacognitive strategies, formative feedback, self- and peer-assessment, and autonomy-supportive motivational climates were repeatedly associated with stronger language performance and more self-directed learning. However, the effectiveness of SRL also depended on teacher assessment literacy, professional training, and classroom conditions. The review suggests that SRL integration in ELT is most effective when explicit strategy instruction is paired with reflective assessment and sustained teacher support, and it highlights the need for longitudinal, cross-cultural, and methodologically diverse future research.
Co-Authors Aguilar, Mark Gabriel Wagan Aprizani, Yudha Evynurul Laily Zein Fadilaturrahmah Fadilaturrahmah Fitra Ramadani Hartatya Novika Hikma Tansilo Lipta Marlinda, Sherly Novika , Hartatya Pepes Redi Juliansa Ramadani , Fitra Suharyadi Tansilo, Hikma Tommy Hastomo Umi Kalsum Utami Widiati Yudha Aprizani Yuliana Yuliana Yuliana Yuliana Yuyun Setiawan Putra Yuyun Setiawan Putra, Yuyun Setiawan Zerra Novalina