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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya DIKSI Litera LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia JINOP (Jurnal Inovasi Pembelajaran) KEMBARA WARTA Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Panrita Abdi - Jurnal Pengabdian pada Masyarakat RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Satwika : Kajian Ilmu Budaya dan Perubahan Sosial PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia ESTETIK : Jurnal Bahasa Indonesia Stilistika: Jurnal Pendidikan Bahasa dan Sastra Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia JOLLT Journal of Languages and Language Teaching Kulturistik : Jurnal Bahasa dan Budaya Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Widyaparwa Leksema: Jurnal Bahasa dan Sastra JPPG (Jurnal Pendidikan Profesi Guru) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Mabasan
Arti Prihatini
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Using Metacognitive Strategies in Second Language Learning: A Bibliometric Analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.4602

Abstract

Metacognitive strategies can help students learn autonomously, so they have been studied in second language learning. However, mapping research trends and future challenges on this issue is rare. This study aims to conduct a bibliometric study using metacognitive strategies in second language learning. Scopus papers from the past decade provide data. Descriptive statistics and Vosviewer were used to analyse data. The results showed six research clusters: (1) the use of metacognitive strategies in achieving learning outcomes, (2) students’ motivation and awareness in a second language, (3) teaching writing, (4) learning interventions and their effects on students’ comprehension and abilities, (5) learning activities, problems, and reflections in learning a second language, and (6) courses related to learning a second language. Cluster 6 has the weakest relationship with other clusters in their study. Year-to-year research themes developed. Research focuses on managing course programs in the early five years by utilising metacognitive strategies, technology, motivation, and student awareness. From mid-2018 to 2019, research trends have developed in learning to write. After that, there are no new research trends to date. Trends address second language learning outcomes, student motivation and self-awareness, learning interventions, and their effects. Student issues research themes are rarer.
Penerapan Media Gambar Kartun pada Pembelajaran Keterampilan Berbicara BIPA Tingkat A1 Karina, Septi; Wurianto, Arif Budi; Prihatini, Arti
Stilistika: Jurnal Pendidikan Bahasa dan Sastra Vol 16 No 1 (2023)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/st.v16i1.15512

Abstract

Application of Cartoon Image Media in Learning BIPA Speaking Skills Level A1 ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan penerapan media gambar kartun untuk pembelajaran keterampilan berbicara BIPA tingkat A1 di UPT BIPA Universitas Muhammadiyah Malang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Hasil dari penelitian media gambar kartun dapat diterapkan untuk pembelajaran keterampilan berbicara BIPA. Tahapan yang dilakukan perencanaan pembelajaran keterampilan berbicara BIPA mengacu pada lesson plan yang telah disusun. Mengemukakan langkah-langkah pembelajaran keterampilan berbicara BIPA menggunakan media gambar kartun. Aspek keterampilan berbicara yang diperoleh menggunakan media gambar kartun. 1) Aspek ketepatan kosakata yaitu menyebutkan kata dengan lingkup makna yang sama, 2) Aspek ketepatan kalimat yaitu membuat kalimat tunggal yang memenuhi syarat fungsi sintaksis dan 3) Aspek ketepatan pelafalan yaitu mahasiswa BIPA masih salah melafalkan huruf dalam bahasa Indonesia. Manfaat penggunaan media gambar kartun pada pembelajaran keterampilan berbicara BIPA menjadi salah satu alternatif baru dalam pembelajaran BIPA, membuat pembelajaran menarik, mahasiswa BIPA lebih aktif serta memberikan respon positif selama pembelajaran.Kata kunci: BIPA, Media, Keterampilan Berbicara ABSTRACTThis study aims to describe the application of cartoon image media to learn BIPA speaking skills at A1 level at Technical Implementation Unit (UPT) BIPA, University of Muhammadiyah Malang. This research used a qualitative approach with descriptive methods. The results of the cartoon image media research can be applied to learn BIPA speaking skills. The stages carried out by lesson plan of BIPA speaking skills which have been compiled. Explaining steps for learning BIPA speaking skills using cartoon image media. Aspects of speaking skills are obtained by using cartoon images as media. 1) Aspects of accuracy of vocabulary, namely mentioning words with the same scope of meaning, 2) Aspects of accuracy of sentences, namely making single sentences that meet the requirements of the syntactic function and 3) Aspects of accuracy of pronunciation, namely BIPA students still mispronounce letters in Indonesian. The benefits of using cartoon media in learning BIPA speaking skills are a new alternative in BIPA learning, making learning interesting, BIPA students more active and giving positive responses during learning.Keyword: BIPA, Media, Speaking Skill
The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Abstract

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text. 
The use of grammar learning strategies by law students in writing opinion text Prihatini, Arti; Pangesti, Fida
LITERA Vol. 22 No. 2: LITERA (JULY 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i2.53565

Abstract

Writing is a big problem for law students because of the lack of grammar mastery, limited interactions during the pandemic, and lack of motivation. This study aims to fill the need for investigations about social and affective strategies, part of grammar learning strategies, in writing opinion texts by law students during the pandemic. This study used a mix-method. The respondents were 245 first-year law students at the University of Muhammadiyah Malang. Data collection used inventory and open-ended questions. The results showed that the affective strategy average was 3.30 (medium), while the social strategy was 3.50 (high). The correlation between all social and affective strategies tends to be high, 0.73990. However, the correlation of each strategy in it varies, ranging from very weak to very strong. Even though there are limited interactions, they still use social strategies to overcome the problems of implementing grammar in writing. The dominant social strategy is using corrective feedback on writing by lecturers and other students and learning from people who are more proficient in grammar. On the other hand, the significant affective strategy was trying to relax when having problems understanding grammar and motivating to master grammar. These findings have pedagogical implications for grammar learning strategies in writing to law.Keywords: affective strategies, grammar learning strategies, social strategies, law, writing of opinion text
Dinamika Penerapan Pembelajaran Multiliterasi dengan Perspektif Ekologi: Kajian Narrative Inquiry Sugiarti Sugiarti; Arti Prihatini; Eggy Fajar Andalas
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2024: SPECIAL EDITION: LALONGET V
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.17202

Abstract

Teachers are required to have competence in implementing ecological multiliteracy learning in the classroom. However, teachers of SMA Aisyiyah Boarding School Malang (SMA ABSM) have tried to implement it, but still have difficulties implementing multiliteracy learning with an ecological perspective. Therefore, this study aims to describe the dynamics of the application of multiliteracy-based learning with an ecological perspective. This research method is a narrative inquiry with the subject of five ABSM High School teachers. The results showed that, in general, teachers have sufficient knowledge about multiliteracy-based learning. However, a small percentage of teachers still do not understand it enough. In implementing multiliteracy-based learning, teachers still experience obstacles in providing multiliteracy-based materials, time management, and learning innovation constraints. In addition, obstacles arise due to students' lack of interest in reading and literacy skills. However, teachers try to apply multiliteracy-based learning to the subjects they teach with an ecological perspective. The application of multiliteracy learning is integrated through several considerations: the variety of learning resources with an ecological perspective, subjects taught, the stages of implementing multiliteracy-based learning, and learning model innovation. Learning resources are presented multimodally using text, sound, images, and audiovisuals. All subjects have their own characteristics in integrating multiliteracy-based learning with an ecological perspective in science, social, and language subjects. Learning innovation is carried out by teachers by integrating multiliteracy activities in the syntax of the learning model.
Tindak Tutur Ekspresif Tokoh dalam Novel Pulang-Pergi Karya Tere Liye Alfi Khoiru An Nisa; Yunita Trisnawati; Arti Prihatini
MABASAN Vol. 15 No. 2 (2021): Mabasan
Publisher : Balai Bahasa Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62107/mab.v15i2.474

Abstract

Penelitian ini memiliki tujuan untuk mendeskripsikan bentuk dari tindak tutur ekspresif yang ada pada kalimat atau tuturan yang ada pada setiap tokoh dalam novel Pulang-Pergi karya Tere Liye. Penelitian ini termasuk ke dalam jenis penelitian kualitatif dengan menggunakan pendekatan deskriptif. Sumber data yang digunakan adalah tuturan yang ada pada novel Pulang-Pergi. Data yang digunakan adalah tuturan atau kalimat dari tokoh yang relevan dengan teori tindak tutur ekspresif. Teknik pengumpulan data dilakukan dengan menggunakan teknik baca-catat, yaitu membaca dengan kritis novel Pulang-Pergi yang kemudian jika menemukan tuturan yang relevan dengan teori tindak tutur ekspresif akan dicatat, kemudian dilakukan pengelompokkan seusai dengan indikator yang telah disiapkan, yang kemudian data tersebut dianalisis dengan bentuk deksriptif. Hasil penelitian ditemukan bahwa tindak tutur ekspresif dalam novel Pulang-Pergi terdapat 9 bentuk yaitu ucapan terima kasih, ucapan maaf, ucapan selamat, ucapan pujian, ucapan menyalahkan, ucapan harapan, ucapan menyetujui, ucapan tidak menyetujui, dan ucapan terkejut.
Co-Authors Ahmad Arif Kurniawan Alfi Khoiru An Nisa Andalas, Eggy Fajar Anfiya'ul Baroroh Arif Budi Wurianto, Arif Budi Arif Setiawan Candra Rahma Wijaya Putra Eka Wijayanti Fachry Abda El Rahman Fauzan, Fauzan Fida Pangesti Fida Pangesti Pangesti Gigit Mujianto Hari Sunaryo Hari Windu Asrini Heni Kusumawati Joko Widodo Khairiah, Iffah Laili Ivana NFN Fauzan Nina Inayati Nova Laela Andrian Nurchasanah Putri Ramadhani, Putri Qoriatul Azizah Rohma, Widi Sukmawati Trisnatul Rusdhianti Wuryaningrum Septi Karina, Septi Sugiarti Sugiarti Sugiarti Sukmariantika, Alldila Zuneasili Sunaryo Sunaryo Susilowati, Yuni Tri Agung Bayu Ambarsari Yunita Trisnawati Zamahsari, Gamal Kusuma