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All Journal Indonesian Journal of Applied Linguistics (IJAL) Globish: An English-Indonesian Journal for English, Education, and Culture Journal of English Education, Linguistic and Literature Klasikal: Journal of Education, Language Teaching and Science JOLLT Journal of Languages and Language Teaching EduLine: Journal of Education and Learning Innovation Jurnal Bahasa Inggris Terapan JEELS (Journal of English Education and Linguistics Studies) Indonesian Review of English Education, Linguistics, and Literature Metathesis: Journal of English Language, Literature, and Teaching
Nur Afifi, Nur
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Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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EXPLORATORY LEARNING OF FICTION TEXTS FOR BOOSTING READING COMPREHENSION OF TENTH GRADERS Erna Kartika Sari, Erna Kartika; Afifi, Nur; Aini, Nurul
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3399

Abstract

Membaca memainkan peran penting dalam meningkatkan kualitas pendidikan; Meski demikian, persoalan rendahnya minat membaca perlu segera mendapat perhatian. Dalam konteks Indonesia, minat membaca masih sangat rendah, sebagaimana ditunjukkan oleh data rapor Pendidikan Indonesia yang menunjukkan adanya penurunan nilai literasi di tingkat sekolah menengah atas pada tahun 2022. Beberapa faktor berkontribusi terhadap masalah ini, termasuk kesulitan dalam berbicara dan membaca. pengenalan huruf, salah pengucapan, kebingungan kata, dan tergesa-gesa saat membaca. Penelitian ini bertujuan untuk menganalisis kemampuan literasi remaja kelas X di SMAN 1 Nganjuk, khususnya dengan fokus pada minat membaca teks fiksi, kecenderungan terhadap metode pembelajaran eksploratif, dan strategi untuk mengurangi ketergantungan mereka pada platform media sosial. Penelitian ini menggunakan desain eksperimen semu dan mengumpulkan data kuantitatif. Kesimpulan penelitian ini menunjukkan adanya nilai signifikansi model yang dikoreksi, yang menunjukkannya hipotesis nol (H0) karena nilai signifikansi (0,000) kurang dari 0,05. Dengan demikian, pada tingkat kepercayaan 95% dapat disimpulkan bahwa metode pembelajaran eksploratif efektif berpengaruh terhadap hasil belajar siswa kelas X SMAN 1 Nganjuk. Ketika guru memasukkan kuis, teka-teki, dan permainan papan pendidikan ke dalam pengajaran mereka, siswa menunjukkan antusiasme yang besar dan berpartisipasi secara aktif, sehingga mengatasi ketergantungan mereka pada media visual.
Students’ Perception Toward Self-Regulated Learning in Online Writing Class Dewi M, Cantika Sari; Masitoh, Fitriatul; Afifi, Nur; Qamaria, Rezki Suci
Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 2 (2023): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v7i2.159

Abstract

Self-regulated learning expresses students' efforts to systematically regulate metacognitive, motivational, and behavioural activities in learning. Self-regulated learning is considered an essential element in the success both in online learning and EFL learning especially learning writing. The purpose of this study is to find out how the level of students’ perception toward self-regulated learning in online writing class. This study was quantitative research and the design used was survey research. The questionnaire was used to collect the data in this study. The sample of this study was 100 students of English Education Department of IAIN Kediri class of 2020. The results showed that most students have the high level of perception toward self-regulated learning in online writing class. The high students’ perception indicated that students can be directed to be self-regulated in online writing class and can still develop their writing skill.
Developing Big Books to Improve Young Learners' Vocabulary Acquisition Mattarima, Siti Maria Ulfa; Toyyibah; Afifi, Nur
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 1 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i1.267

Abstract

Teaching vocabulary for EFL young learners always challenges the teacher. The researchers have investigated the condition of SD Islam Pojok 2 Kediri and found that the school only provided modules in the English class, so researchers aim to develop a medium called a big book. This study is research and development, adapted from Dick and Carey and modified by Sugiono into seven steps: need analysis, designing, expert validation, revision I, try-out, revision II, and evaluation. The researchers collected the data through observation, interview, and documentation, then analyzed it using content and narrative analysis techniques. The results of the study showed that there are four topics to assemble the big books, namely daily activity, jobs, tourism places, and food. The expert validation reveals that three big books have been eligible for use, and one needs to be revised. In the try-out process, it was found that the teacher and students liked the story and illustrations of the big books. It helps the students gain new vocabulary and strengthen their existing vocabulary. To sum up, developing big books to improve young learners’ vocabulary acquisition has been successful.
Fossilized Versus Improved Errors in Eighth Grade Students’ Instagram Recount Text: Solutions and Teaching Strategies Nisa, Ana Khoirun; Afifi, Nur
Jurnal Bahasa Inggris Terapan Vol. 10 No. 1 (2024): April 2024
Publisher : Jurusan Bahasa Inggris - Politeknik Negeri Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35313/jbit.v10i1.5655

Abstract

In the era of technological advancement, generation Z, especially those who are accustomed to using Instagram, is significantly affected by the development of social media. This research focused on efforts to carefully identify dominant errors in students' text recount writing, especially in the caption section on the Instagram platform, as well as offer solutions to overcome their difficulties in writing this type of text. The method that used is a qualitative descriptive method where researchers give writing tasks to students to analyze and identify errors in their writing. In addition, interviews were conducted with two English teachers to get effective solutions in overcoming students' difficulties. In analyzing the data, the researchers refer to Brown's theory of misclassification, such as misformation, addition, omission, and misordering, which are then categorized into fossilized error and improved error. The results of the analysis showed that students tended to make misformation mistakes dominantly. Teachers provide solutions by repeating material until understanding is achieved, giving repeated exercises, and providing evaluations of students' writing, in the hope that the evaluation process can correct errors in their writing, The evaluation process can correct errors in their writing. It is expected that students will not only correct their mistakes but can also improve overall writing skills, creating a more meaningful learning experience.
GENDER DIFFERENCES AND LANGUAGE LEARNING STRATEGIES OF INDONESIAN STUDENTS: A CRITICAL RESEARCH REVIEW Martina, Martina; Afifi, Nur
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1216

Abstract

This study explores gender differences in language learning strategies (LLS) within the Indonesian context. Drawing on various studies, it reveals mixed results regarding the preference for strategies between male and female students. Some studies, such as Budiarti (2022), report no significant gender differences, while others (e.g., Rianto, 2020; Melvina et al., 2020) suggest that female students, particularly those with higher English proficiency, use strategies more frequently. Female learners tend to prefer metacognitive strategies (e.g., planning and self-monitoring), while male students lean toward cognitive strategies (e.g., memorization) and social strategies (e.g., peer interaction). The study highlights strengths in the use of validated instruments like the Strategy Inventory for Language Learning (SILL) but also identifies weaknesses such as response bias and limited consideration of contextual factors like motivation and social support. These findings indicate that gender influences strategy use, but external factors, including proficiency and motivation, also play significant roles. The research recommends adopting more comprehensive research methods and practical teaching approaches that account for gender-specific strategy preferences, thus fostering more inclusive language learning environments. This study contributes to both theoretical and practical insights in foreign language education in Indonesia.
Co-Authors Aini Nurul Budhi, Dita Farisa Setyo Dewi M, Cantika Sari Erna Kartika Sari, Erna Kartika Hilmi, Alfin Zalicha Maharani, Raulina Suci Martina Martina Masitoh, Fitriatul Mattarima, Siti Maria Ulfa Nadian, Rera Nisa, Ana Khoirun Rohmani Nur Indah Sa'adah, Halimatus Toyyibah Toyyibah Toyyibah, Toyyibah Wachidaturrohmah