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All Journal Journal of English Language Studies Journal of Foreign Language Teaching and Learning Tell : Teaching of English Language and Literature Journal Metafora: Jurnal Pembelajaran Bahasa Dan Sastra DedikasiMU: Journal of Community Service Research and Innovation in Social Science Education Journal (RISSEJ)
Maryam Sorohiti
Universitas Muhammadiyah Yogyakarta
Religion Arts Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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PENGEMBANGAN PLATFORM PEMBELAJARAN BLENDED LEARNING DI SMP MUHAMMADIYAH NANGGULAN Suryanto Suryanto; Maryam Sorohiti; Jati Suryanto
DedikasiMU : Journal of Community Service Vol 4 No 4 (2022): Desember
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/dedikasimu.v4i4.4827

Abstract

SMP Muhammadiyah Nanggulan merupakan salah satu amal usaha Muhammadiyah yang berada di Nanggulan. SMP ini memerlukan perhatian khusus dikarenakan jumlah siswa yang sangat minim. Sebagai sekolah swasta, minimnya jumlah siswa tersebut berdampak sangat significant dalam semua lini proses pendidikan, terutama ranah finansial yang berdampak pada semua aspek hidupan sekolah seperti kesejahteraan guru, fasilitas, and proses belajar mengajar. Perlu terobasan baru untuk permasalahan ini dengan melakukan perekrutan siswa dari berbagai daerah dengan melakukan proses pembelajaran blended learning. Dengan pembelajaran blended learning, siswa dari berbagai daerah dapat mendaftar, melakukan proses pembelajaran secara daring sebagai learning platform. Pembelajaran daring ini dapat dikombinasikan dengan pembelajaran luring. Gabungan moda pembelajaran ini biasa disebut dengan Blended learning. Dikarenakan masih sangat lemah fasilitas pembelajaran daring, program hibah ini telah berhasil memfasilitasi SMP Muhammadiyah Nanggulan membangun learning platform dengan moda daring untuk membangun proses pembelajaran Blended learning yang kedepan dapat meningkatkan minat siswa belajar di SMP ini
The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test Jati Suryanto; Maryam Sorohiti; Isdiarto Isdiarto; Bivy Callista Putri Alya; Affra Zahra
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 1 No. 2 (2023): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v1i2.126

Abstract

Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitative descriptive method. Interviews and focus group discussions were used as methods of data gathering. The respondents were three English teachers and 16 students of12th-grade at a public senior high school in Yogyakarta. The research focused on how the progress test gave a washback effect to the teachers as the test developers and what the students' perception was of the washback effect of the progress test. It concluded that washback effects for teachers depended on 1) focusing on the objective of teaching, 2) the teaching materials, and 3) the teaching methodology. Meanwhile, the effects on students were 1) influencing the learning strategy, 2) preparation for doing tests, 3) improving the learning motivation, the learning mastery, and the learning-teaching atmosphere.
Students’ Perception of LINE Webtoon Application and Its Impact on Their English Reading Habits and Skills Maryam Sorohiti; Nurul Santika Kirsan
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 10, No 2 (2023): Oktober
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v10i2.17890

Abstract

Reading is one of the basic English language skills that has not been mastered by all students. On the other hand, reading media determines the frequency of reading habits and the improvement of reading skills. LINE Webtoon application, one of the digital literacy platforms, allows for comfortable and enjoyable reading on computers, tablets, and mobile devices. However, unfortunately, the LINE Webtoon application as a reading medium has not been widely used in the process of teaching and learning English reading. This study investigated students’ perceptions of using LINE Webtoon and how it influenced their English reading habits and skills. Six students from the English Language Education Department at a private university in Yogyakarta were involved. The qualitative design was applied with interviews for the data collection process. The interview results described students’ reading experience using LINE Webtoon. The findings revealed students’ interest in reading content in the app due to the attractive illustrations, the use of easy-to-understand and simple language, and the correlation of story with everyday life. The interview results also presented changes in students’ reading habits as things go about reading stories on LINE Webtoon: increasing their reading routines, reading duration, vocabulary collection, and grammar knowledge. Reading English stories through the LINE Webtoon app has positive effects on enhancing students’ reading habits and reading skills. This research implies that the development of English reading curriculum should involve various innovative and effective digital literacy platforms for the enhancement of English reading habit and skills.
Teaching English Using Flashcards to Improve Elementary School Students’ Vocabulary Farrah Aufa Khasani Putri; Maryam Sorohiti; Teguh Ariebowo
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.21350

Abstract

Acquiring new English words is a challenge for students because they commonly need to learn to use the words in their daily lives, which are dominated by their first language for communication. Flashcards are instrumental in facilitating their vocabulary learning. This research examined flashcards' use in teaching and learning English language vocabulary. This research used a quantitative approach with an experimental design. The data was collected by asking students to do a vocabulary test before and after the treatment. The object of this research was fourth-grade students in a private primary school in Yogyakarta, Indonesia. The results indicated that the student's English vocabulary level on the pre-test was at the intermediate level, which showed a mean score of 52.20. Meanwhile, on the post-test, the student's English vocabulary level was at an advanced level, showing a mean score of 77.60. In addition, the Wilcoxon test showed that the p-value of asymp.sig.2tailed was 001. It means that the students’ English vocabulary significantly improved after being taught using flashcards. It indicates that the hypothesis that flashcards have significantly improved students' vocabulary was accepted.
Elementary School Students’ Vocabulary Enhancement through YouTube Video-Based Learning Maryam Sorohiti; Anisa Rahma Hidayah; Sri Rejeki Murtiningsih
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.23166

Abstract

The research objectives are: (1) to investigate the students' vocabulary mastery before using YouTube Video-based learning method, (2) to find out the students' vocabulary mastery after using YouTube Video-based learning method, (3) to perceive the difference in the students' mastery before and after using YouTube Video-based learning method. This research was conducted in a private Islamic elementary school in Yogyakarta for fourth-grade students. The method used in this research is quantitative, which uses a test. A pre-test was given to measure the students’ current vocabulary abilities, with results showing M = 6.00 and SD = 0.88415. Then, a treatment was applied using YouTube video-based media to help students with their vocabulary. To measure the aftereffect, the researcher uses a post-test. The post-test showed that M = 8.68. The results of this study indicated that there is an improvement in using YouTube video-based media for vocabulary learning, and it positively impacted the student's vocabulary enhancement. The study implies that elementary school teachers should use YouTube videos when teaching vocabulary and that elementary schools support the efforts, such as good wi-fi connection, projectors, and room speakers.
Insights from the Silent: Exploring Deaf Individuals' Perspectives on Using Learning Management Systems for Online Learning Jati Suryanto; Puteri Nabilah Ramadhani; Juang Kurniawan Syahruzah; Maryam Sorohiti
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23745

Abstract

The COVID-19 pandemic has led to a surge in the popularity of online learning, offering students greater flexibility and accessibility. However, students with hearing impairments encounter significant challenges in accessing learning materials and communicating with teachers and peers. This study aims to investigate the experiences of students with hearing impairments using a Learning Management System (LMS) for online learning focusing on their challenges they face and the strategies they employ in their learning. The research was conducted using a descriptive qualitative design at private universities in Yogyakarta. Semi-structured interviews were conducted to gather the data involving three students with hearing impairments who have used LMS in online learning as the participants. The findings revealed the challenges that included the use of multiple applications, lack of understanding on the LMS, lack of LMS notifications, material mismatch, unstable internet connection, tool constraints, lack of inadequate facilities, and there is no training on the use of the LMS. Additionally, the strategies used by the students included self-study, assignment submission via email, asking others for help, using additional apps, using a typist facility, and joining WhatsApp group discussions.
Co-Authors Affra Zahra Anisa Rahma Hidayah Ariebowo, Teguh Bivy Callista Putri Alya Farrah Aufa Khasani Putri Isdiarto Isdiarto Jati Suryanto Juang Kurniawan Syahruzah Nurul Santika Kirsan Puteri Nabilah Ramadhani Sri Rejeki Murtiningsih Suryanto Suryanto