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All Journal Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics MANAGERIA: Jurnal Manajemen Pendidikan Islam IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Cendekia: Jurnal Pendidikan dan Pembelajaran LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya International Journal of English Linguistics, Literature, and Education (IJELLE) English Language Education Reviews Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Indonesian Research Journal on Education Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Indonesian Journal of English Language Teaching and Applied Linguistics

Imroatus Solikhah

UIN Raden Mas Said Surakarta

Author-ID : 547318

Religion Arts Humanities Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PARADIGMA BARU PEMBELAJARAN BAHASA DAN RESISTENSI MASYARAKAT TERHADAP PERUBAHAN Imroatus Solikhah
Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 8 No. 2 (2014): Oktober 2014
Publisher : Center of Language and Cultural Studies

The advent of innovation in teaching English as a foreign language has taken a long practice of ideas and concepts of classroom teaching practices. An interplay of psychology of learning, classroom management, teaching procedures responding current issues in language uses and needs has promoted itinerary of teaching models. The first role of applied linguistics is prominent to place how teaching issues and its practices are perceived contextually on the track. The psychological perspectives have put learning models are viewed from various angles from which learning theories and language contents are interrelated. First major ideas deal with development of teaching methods considered traditional, e.g. grammar translation that focuses on rules, silent way that stresses problem solving learning, and communicative language teaching that emphasizes on the uses of language for real communication. The second major ideas promote innovative language teaching involving among others quantum teaching and learning, collaborative learning, effective teaching, multiple intelligences, from which language teaching methods are exposed for practices. This way, along with the development of teaching process, teaching methods are adaptive to recent trend. The resistance of language teaching method, thus, indicates flexibility of the method to absorb new needs in context.

REFLEKSI DAN IMPLIKASI PENELITIAN DISERTASI DOKTOR DAN MENULIS UNTUK JURNAL INTERNASIONAL Imroatus Solikhah
Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 10 No. 2 (2016): Oktober 2016
Publisher : Center of Language and Cultural Studies

This paper is for all intens and purposes to describe challanges and struggle to develop Ph.D’ research and strggle to submit articles in an internasional journal. Evaluation on reading strategies that empasize on critical reading and evaluative reading were described to support description on writing for academic context and writing for journal article. Topibs to be delivered in the paper include: Introduction, Reflection on reading competency, Trigger to write journal article, Preparing Ph.D’s field research, Preparing to submit articles for international journal, and Conclusion.

PENGEMBANGAN TES READING FOR ACADEMIC PURPOSES UNTUK PROGRAM EAP DI IAIN SURAKARTA Imroatus Solikhah
Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 9 No. 2 (2015): Oktober 2015
Publisher : Center of Language and Cultural Studies

The objective of this study is to devise standardized test for Reading for Academic Purposes (WAP). The test was focused on WAP as the main competency of reading for EAP and elaborated sub-competencies into literal, inferential, and critical reading. The items of the test were developed from 9 passages before trials to explore critical reading as main academic literacy of EAP program. A quantitative approach was used in this study emphasizing statistical analysis for manual and SPSS program. Subjects of this study for three time trials were 30 students of EAP class at IAIN Surakarta. Each trial involved 10 students. The study revealed that of 40 items of reading test, 24 items derived from 6 passages performed accepted validation showing five criteria: difficulty indexes, degrees of difficulty, distractor effectiveness, validity, and reliability.

SILABUS EAP BERBASIS LEARNING OUTCOMES UNTUK MAHASISWA IAIN SURAKARTA Imroatus Solikhah
Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017
Publisher : Center of Language and Cultural Studies

The objectives of this study are: (1) to describe conditions of MKDU Bahasa Inggris at IAIN Surakarta, (2) to formulate needs analysis of Learning Outcomes-Based EAP program at IAIN Surakarta, and (3) to develop a syllabus of Learning Outcomes-Based EAP Program at at IAIN Surakarta. The design of this study is R2D2 (Recursive, Reflective, Design and Development) that used three phases: define, design and develop, and disseminate and assigned 3 language experts, 6 English lecturers, and 20 students as research subjects. This study finds two findings. First, conditions of MKDU Bahasa Inggris program at IAIN Surakarta are not standard. MKDU Bahasa Inggris is general English and syllabus is not available. Second, Learning Outcomes EAP Syllabus should be used to achieve academic literacy and minimum English competency. The core materials include: reading for literal, inferential, and critical; speaking for informal, formal, and academic setting; general word list 1,000 to 2,000, academic vocabulary, basic grammar, and academic grammar.

ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS Imroatus Solikhah
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 13 No. 1 (2016): Maret 2016
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v13i1.14

The objective of this study is to see kinds of corrective feedbacks used by English lecturer in speaking class. The study used classroom based observation as the design, assigning 30 students and one speaking lecturer in English department University of Bantara (UNIVET) Sukoharjo. Data were collected using observation and interview. The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction.

INSTRUCTIONAL DESIGN IN ENGLISH LESSON PLANS Imroatus Solikhah
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 1 (2014): Maret 2014
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v11i1.19

The objectives of this study are to describe how indicators, learning objectives and teaching materials are stated in English lesson plans for Elementary School Students based on the criteria of instructional designs using School-Based Curriculum. Five English lesson plans available online are analyzed in this study using content analysis design. The results show that statements of indicators and learning objectives are not matched with the criteria of good instructional design. In addition, learning objectives do not indicate actual teaching materials and action verbs to indicate measurable teaching-learning outcomes do not match to each other.

KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES Imroatus Solikhah
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2015): Maret 2015
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v12i1.68

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices. The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed. In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined. In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.

PENERAPAN METODE ROLE PLAY PADA MATAKULIAH PUBLIC SPEAKING UNTUK MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS DI IAIN SURAKARTA Imroatus Solikhah
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 14 No. 1 (2017): Maret 2017
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v14i1.234

This study explores instructional process, individual performance, and attainments on public speaking. Classroom action research design with three cycles and 12 meetings was used. Conducted in IAIN Surakarta on March to June 2016, it assigned 26 students of semester IV-B as subject. Check list, interview, and field notes were used as the instruments. The analyses foused on classroom participation, individual performance, and scores on formative test. This study revealed that: (1) In Cycle I, motivation, partipation and performance were low, mean scores of classrom participation was 64.10% (fair), individual performance 58.46 (low) and formative test 65.12 (fair); (2) In Cycle II, learning participation, encouragement and motivation increased. Average scores on classroom participation was 81,41% (good), individual performance 71,92% (fair) and formative test 74,81 (fair). (3) Cycle III achieved higher gains in participation, motivation, enrouragement, and test. Average scores on classroom participation, individual performance and formative test attainments were 83,98% (good), 81,54% (good), and 80,27 (good). The use of 14 aspects of public speaking as template and appeals of persuation from Aristoteles: ethos, pathos and logos was crucial.

Translation Ability and Its Influential Factors of English Club Students in Debate Class Tanti Nur Khasanah; Imroatus Solikhah
ELE Reviews: English Language Education Reviews Vol. 2 No. 2 (2022): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v2i2.5481

Translation is considered an essential element in the process of English learning. This descriptive qualitative study explores the translation ability and its influential factors performed by nine English club students of SMK Negeri 2 Surakarta in their debate class. Data were obtained by conducting a translation test. The students answered a questionnaire tested by the KR-20 formula to acknowledge the factors deeply. The results reveal that their ability to translate texts was good and excellent. Also, by using Microsoft Excel and interpreting using various theories in ELT, it was found that their ability was influenced by not only the external, internal, and individual factors but also their general learning strategies, way of learning vocabulary, teachers’ strategies in teaching grammar, and online tools as the part of learning media utilized by them. As translation becomes an inevitable process in ELT, these findings provide theoretical evidence that conducting TEFL by being attentive to the potential factors above and emphasizing the instructional designs is crucial. In addition, they directly influence the EFL learners’ translation ability, reflecting their English mastery and determining their success in the language learning process. Further, EFL teachers should pay more attention to their teaching strategy, consider allowing students access to online tools and motivate them to have a proper learning environment and reach optimal learning outcomes.

Learning Loss in ELT: Impact of Google Classroom for the Secondary School Students During Pandemic Teguh Budiharso; Bulent Tarman; Imroatus Solikhah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i2.1433

This research explores the impact of implementing google classroom on online learning for secondary school students in learning English during the pandemic outbreak. This research used cyber ethnography and content analysis. Three schools, 12 English teachers and 15 students were involved in this study. Checklist and interview were used to collect data. Cyber ethnography analysis was used for data analysis. Results show that google classroom activities are restricted to apply g-meet as a consequence of limited infrastructure and internet access. Google classroom practices are perceived unsatisfied by teacher and students, making the teaching quality is low. Barriers in the application of google classroom are indicated by hardware barriers, software barriers, school barriers, electronic and IT barriers. The learning loss occurs in four different concerns: seasonal breaks, absence from school, covid-19 outbreak, low quality of teaching, and school service. This study has its novelty because it involves learning loss theory and implements cyber ethnography methods.

Co-Authors 'Arifin, Zainal Agus Wahyu Triatmo Anissatusholihah, Anissatusholihah Astuti, Mentari Atin Kurniawati Bulent Tarman Irwan Rohardiyanto Karim, Luqman Nur Maharani, Apri Salwa Sasmita Prayitno, Mustofa Aji Pujianto Rojif Mualim Sakia Hermila Tantri Saputri, Avida Pramayshela Sari Handayani Sujito Sujito Tanti Nur Khasanah Tarman, Bulent Teguh Budiharso Veronika Unun Pratiwi

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