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All Journal International Journal of Evaluation and Research in Education (IJERE) Language Circle : Journal of Language and Literature Al-Tahrir: Jurnal Pemikiran Islam Cendekia Kodifikasia: Jurnal Penelitian Islam MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS Journal on English as a Foreign Language (JEFL) Journal of English Language, Literature, and Teaching (J-ELLiT) Jurnal Bahasa Lingua Scientia ELITE Journal: Journal of English Linguistics, Literature, and Education Southeast Asian Journal of Islamic Education Management SALEE: Study of Applied Linguistics and English Education ELTALL: English Language Teaching, Applied Linguistic and Literature Edukasia: Jurnal Pendidikan dan Pembelajaran Cendekia: Jurnal Kependidikan dan Kemasyarakatan Muslim Heritage Proceeding of International Conference on Science, Education, and Technology Educalingua Journal International Journal of Research in Education (IJRE) Al-Hayat: Journal of Islamic Education Language Circle : Journal of Language and Literature

Pryla Rochmahwati

Institut Agama Islam Negeri Ponorogo

Author-ID : 538464

Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Integrating active learning in a college speaking class Pryla Rochmahwati
Journal on English as a Foreign Language Vol 3, No 1 (2013): March
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Active learning strategies provide a wide variety of activities which can be integrated in a College EFL Class especially on Speaking 1 Course at Ponorogo Islamic State College. They provide many benefits, such as giving the students’ chances to apply various ways in order to comprehend the material. Also, they emphasize the significance of the learner’s involvement in the learning process. Active Learning strategies are considered appropriate to give students the same amount of chance in practicing their speaking skill and to pay attention in creating a learning situation. Some active learning strategies including the advantages and their application procedures are intended to help learners achieve the objective of Speaking1 course are presented in the article. Lecturers may, however, find that some just do not fit their style of teaching or that others would work well in their speaking class or with modifications. On the other hand, there are some obstacles that occur during theimplementation of active learning, namely disinterested students and time pressures.

Fostering students' critical thinking by project-based learning Pryla Rochmahwati
Journal on English as a Foreign Language Vol 5, No 1 (2015): March
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

This research focused on fostering students’ critical thinking through Project-Based Learning. The design of the research was descriptive qualitative method. The subjects were the lecturer of TEFL 1 course and 25 students in C class of the fourth semester of STAIN Ponorogo who took TEFL 1 course. The instruments used are in the form of observation sheet and interview guideline. The data analysis applied in this research used data reduction, data display, and conclusion drawing. The findings showed that the implementation Project-Based Learning that fosters the students’ critical thinking in TEFL class are through the following steps: (1) Discussing the materials about English Language Teaching Method, (2) working with the group to construct scenario of teaching practice, (3) practicing the scenario, (4) recording the teaching practice into video, and (5) evaluating the video product. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of Project-Based Learning. Finally, English teachers are recommended to implement Project-Based Learning in EFL class since it facilitates the students to build their critical thinking.

PROJECT-BASED LEARNING TO RAISE STUDENTS’ SPEAKING ABILITY: ITS’ EFFECT AND IMPLEMENTATION (A MIX METHOD RESEARCH IN SPEAKING II SUBJECT AT STAIN PONOROGO) Pryla Rohmahwati
Kodifikasia: Jurnal Penelitian Islam Vol 9, No 1 (2015)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kodifikasia.v9i1.466

This research tries to attempt to know the effect of Project-based learning toward speaking ability and its’ effective implementation. The design of the research sequential was designs in which data that are collected and examined in one stage inform the data collected in the next phase. This research applied a quantitative design for the first stage. It is categorized into causal comparative method, or ex post facto research design and the second stage is qualitative design. Population in this research was the 2 STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students’ speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman’s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students’ speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class. semester of English Department Students in STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students’ speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman’s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students’ speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class.

DEVELOPING LEARNER AUTONOMY ONLINE THROUGH MICRO BLOGGING EDMODO Pryla Rochmahwati
Jurnal Bahasa Lingua Scientia Vol 6 No 2 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.2.151-158

Social changes and development of technology force EFL teachers’ struggle to utilize potentially useful technology and promote learner autonomy. Edmodo as a highly versatile micro blogging platform is needed to develop learner autonomy in virtual learning environments. Keeping this need in mind, this paper reports on the attempt to develop learner autonomy online of 65 EFL learners in the fifth semester of English Department in STAIN Ponorogo through Edmodo. Data were collected through observations and the analyses of the observations light on the overall experience of learning with Edmodo especially through the lens of learner autonomy. The results showed that Edmodo afforded students the opportunity to take responsibility for their own learning and involve them in taking ownership (partial or total) of many learning processes. However, lack of access to internet and the ambiguous task instruction also contributed to a limited level of social interaction in virtual learning environments. Finally, it can be concluded that well-designed tasks and accessibility to internet are essential to maximize the potentials of Edmodo for learner autonomy.

TEACHER’S FEEDBACK IN TEACHING SPEAKING Luluk Rahmatia Trisna Aini; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.

HE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH ACHIEVEMENT AT SLB-B PERTIWI PONOROGO Septian Eka Pratiwi; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 2, No 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Deaf students are having challenge in understanding language especially English language as third language. The difficulty of the students is to understand new vocabulary without the visual media. Besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. In order to make students easily in learning English language, Some possible ways should be applied by using card game and one of method by using total physical response (TPR) method. Card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (TPR) is teaching method that can be applied to practice student motor activity. This research aimed to improve deaf students’ achievement by using card game and total physical response (TPR) on eleventh grade at SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How can card game and total physical response (TPR) improve student’s activeness in English class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this research was classroom action research. It included two cycles to enrich deaf student English achievement. Each cycle covered four steps: planning, acting, observing and reflecting. The data were collected by observation, interview and documentation and vocabulary test.The result of the research showed that the students improve their achievement in two cycles. Students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can be concluded that the implementation of card game and total physical response (TPR) method can improve student’s English achievement.

SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS Maulid Robiansyah; Pryla Rochmahwati
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol 1, No 1 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.

THE EFFECT OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) TOWARD SPEAKING ABILITY IN STAIN PONOROGO Pryla Rochmahwati; Zakaria Bintang Pamungkas
Cendekia: Kependidikan dan Kemasyarakatan Vol 13, No 2 (2015)
Publisher : IAIN Ponorogo

Abstrak: Teknologi memiliki peran penting dalam kehidupan sehari-hari, terutama dalam bidang pendidikan. CALL (Computer Assisted Language Learning) sebagai bagian dari teknologi telah memberikan kontribusi untuk pengajaran bahasa Inggris terutama kemampuan berbicara. Penelitian expost facto ini bertujuan untuk mengetahui pengaruh penggunaan CALL (Computer Assisted Language Learning) terhadapkemampuan berbicara siswa. Populasi penelitian ini adalah 83 mahasiswa semester 2 program studi Bahasa Inggris STAIN Ponorogo dan 70 mahasiswa sebagai sampel. Data diperoleh melalui kuesioner dan dokumentasi. Teknik analisis data dengan menggunakan regresi linier sederhana melalui SPSS 19.00. Hasil tabel perhitungan ANOVA menunjukkan bahwa Fhitung (392.483)> Ftabel (7,08)). Oleh karena itu, dapat disimpulkan bahwa ada pengaruh yang signifikan dari penggunaan CALL terhadap kemampuan berbicara siswa dengan model persamaan regresi adalah Y=29.650+0.715X. Berdasarkan temuan tersebut, dosen dan praktisi pendidikan disarankan agar Computer Assisted Language Learning (CALL) digunakan sebagai media dalam meningkatkan kemampuan berbicara.

Gender Equality in Islamic Religious Education Abdul Karim; Pryla Rochmahwati
Cendekia: Kependidikan dan Kemasyarakatan Vol 19, No 1 (2021)
Publisher : IAIN Ponorogo

Abstract: This research is remarkable to conduct research dealing with its impact on the senior high school students’ achievement. The design of the research was a phenomenological qualitative approach. It was applied by using purposive sampling in Kudus Regency. The findings showed that (1) Islamic Religious Education placed men and women equally in the teaching and learning process. However, the difference in learning material is based on the essence of the source of Islamic law of Al-Quran and Hadith; (2) There are several learning models applied, directed free learning strategies which stimulate students for behaving and acting according to normative-rational and religious considerations and resulting in learning changes in thinking, behaving and acting according to individual ratio considerations; (3) The impact of the Islamic Religious Education learning model on understanding gender equality is that the presence of a normative-religious, normative-rational understanding, as well as a rational understanding of gender issues. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh kesetaraan gender terhadap prestasi belajar peserta didik di Sekolah Menengah Atas (SMA). Penelitian ini mengambil lokasi di Kabupaten Kudus (berdasarkan purposive sampling) dengan menggunakan pendekatan kualitatif fenomenologis. Dari hasil analisis data penelitian ditemukan, pertama: Pembelajaran PAI dilaksanakan dengan tanpa membedakan gender peserta didik. Perbedaan materi pembelajaran didasarkan pada esensi sumber hukum Islam al-Quran dan Hadits. Kedua, terdapat beberapa model pembelajaran yang diterapkan, yaitu dengan menggunakan strategi pembelajaran bebas terarah yang merangsang siswa untuk berperilaku dan bertindak sesuai pertimbangan normatif-rasional dan religius sehingga mengakibatkan perubahan sikap peserta didik dalam berpikir, berperilaku dan bertindak sesuai dengan pertimbangan rasio individu. Ketiga, ada beberapa dampak model pembelajaran PAI terhadap pemahaman kesetaraan gender, di antaranya: model pertama, peserta didik memiliki pemahaman secara normatif-religius; model kedua, peserta didik memiliki pemahaman tentang gender secara normatif-rasional; dan model pembelajaran ketiga, peserta didik memiliki pemahaman permasalahan gender secara rasional.

KECERDASAN INTERPERSONAL, INTRAPERSONAL DAN KECERDASAN EMOSI SISWA KELAS V SD MUHAMMADIYAH PONOROGO Pryla Rochmahwati; Mufidatul Afifah
Muslim Heritage Vol 3, No 2 (2018): Muslim Heritage
Publisher : IAIN Ponorogo

Abstract: This study aims to determine the correlation between three variables, namely, interpersonal, intrapersonal and emotional intelligence at the fifth grade students in Muhammadiyah Elementary School Ponorogo at the 2016/2017 Academic Year. It employed correlational research design. The population of this present research was 125 students of the fifth grade students in Muhammadiyah Elementary School Ponorogo and it assigned 94 students as sample by using proportinate random sampling technique. The data was collected through questionnaire. It utilized multiple correlations formula by using SPSS 16 for Windows as data analysis. The findings showed that there is significant correlation of interpersonal and intrapersonal intelligence on emotional intelligence at the fifth grade students in Muhammadiyah Elementary School Ponorogo at the 2016/2017 Academic Year and its value was 0.75.Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tingkat korelasi kecerdasan interpersonal dan intrapersonal dengan kecerdasan emosi siswa kelas V SD Muhammadiyah Ponorogo tahun pelajaran 2016/2017. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif berjenis korelasional. Populasi dalam penelitian ini adalah 125 siswa. Dengan menggunakan teknik proportinate random sampling diperoleh 94 siswa sebagai sampel. Adapun teknik analisis data yang digunakan yaitu menggunakan teknik korelasi berganda dengan menggunakan bantuan SPSS versi 16.0 for windows. Hasil analisis menunjukkan bahwa terdapat korelasi yang signifikan antara kecerdasan interpersonal dan intrapersonal dengan kecerdasan emosi siswa kelas V SD Muhammadiyah Ponorogo tahun pelajaran 2016/2017 dengan nilai korelasi sebesar 0,75.

Co-Authors Abdul Karim Ahmadi Aini, Luluk Rahmatia Trisna Amrizal Amrizal Amrizal Amrizal Aris Nurbawani Cabiles, Roldan C. Candra Dewi, Tinara Darrin Zuhri, Muhammad Dwi Anggani Linggar Bharati Fadhilah, Ma'rifatul Ghafar, Muhammad Hendi Pratama Issy Yuliasri Issy Yuliasri Januari Rizki Pratama Kasnun Kasnun Kharisul Wathoni Luluk Rahmatia Trisna Aini Lulut Widyaningrum M. Sukarno Maulid Robiansyah Mufidatul Afifah Muhammad Ghafar Muhammad Nasrullah Mukhibat Mukhibat Nadiah Makmun Nur Aini Syah, Nur Aini Nurul Khasanah, Nurul Pratiwi, Septian Eka Robiansyah, Maulid Roldan C. Cabiles Rukminingsih Rukminingsih, Rukminingsih Saida Ulfa Septian Eka Pratiwi Sholihah, Nurus Sukarno Sukarno Wiwin Widyawati Wuri Handayani Zakaria Bintang Pamungkas Zakaria Bintang Pamungkas, Zakaria Bintang

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