Articles
<![CDATA[Non-English Department Students’ Attitude towards the Use of ICT in an English Matriculation Program ]]>
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v5i1.555
<![CDATA[Students’ attitude towards technology use in classroom context is regarded as one of significant elements of the success of ICT integration in teaching and learning context. While the integration of technology in education and its elements have been discussed in literature, the discussion of students’ attitude to such integration in an English matriculation program for university students is still limited. This paper attempted to investigate college non-English major students’ attitude towards the use of Information and Communication Technology (ICT) in an English matriculation program. The data were collected through a questionnaire distributed to 74 students at Duta Wacana Christian University who attended an English matriculation program. The questionnaire employed a 5-point Likert type scale and consisted of three different sections which made of 33 questions in total. The data were quantitatively analyzed using IBM SPSS Statistics 22. An analysis of relationships between students’ attitude to technology in learning English and their gender, age, and program was analyzed using Pearson Product-Moment correlations. Multiple linear regression was also employed to develop statistical model for this study. The findings of this study provided further discussion on the integration of technology in classroom contexts and indicated students’ positive attitude towards the use of ICT in teaching and learning process. Keywords: Information and Communication Technology (ICT), non-English major students, attitude to technology]]>
<![CDATA[PERSONALIZED LEARNING: EMPOWERING A STUDENT WITH AUTISM SPECTRUM DISORDER IN BASIC GRAMMAR COURSE ]]>
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i1.1372
<![CDATA[This paper provides illustrations of how a personalized learning approach is implemented in the Basic Grammar course to empower a student with an autism spectrum disorder is taking the ownership of learning and meeting his learning needs based on his strengths, weaknesses, and interests. Building upon literature and pedagogical practices of personalized learning, this paper details the innovations implemented in the Basic Grammar course for a student with an autism spectrum disorder to take more control of his learning, facilitate decision-making and communication skills, and engage in the learning process. Additionally, the innovations implemented in this course mirror the essence and principles of personalized learning. This paper is expected to enrich educators in the attempts to adopt a personalized learning approach and to give new insight into how to implement personalized learning in an inclusive classroom. Moreover, it is hoped that the idea of equity in inclusive education by implementing personalized learning could be an omnipresent practice to improve the quality of education for all in Indonesia.]]>
<![CDATA[Introducing SDL Trados to Beginning Translators ]]>
<![CDATA[Kurniawati, Lemmuela Alvita]]>;
<![CDATA[Rahajeng, Dian Titi]]>;
<![CDATA[Kristianto, Barlian]]>;
<![CDATA[Kastuhandani, Fidelis Chosa]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 2, No 1 (2016): March 2016 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v2i1.353
<![CDATA[Over years, translators have been incorporating new advances in technology into their work. A number of attempts in developing ideal translator’s workstations usingtechnology have been made, one of such stations is a Computer-Aided Translation(CAT) tool. CAT tools facilitate translators to increase their productivity and efficiencyby providing them with some utilities, such as a Translation Memory and an AlignmentTool to support their translation works. This article highlights the usefulness of SDLTrados 2014, as one of the most widely used paid CAT tools, in translating the textsmore effectively and in a timely manner. Further, it describes the basic steps in usingSDL Trados and exemplifies SDL Trados 2014 translation results. A sample text wastranslated from Indonesian to English using both Across (a free CAT tool) and SDLTrados (a paid CAT tool). Eventually, the results of translating using both CAT toolsappear to prove that SDL Trados helps the translators to translate more consistently,accurately, effectively and in a timely-manner. Keywords: CAT tools, SDL Trados, Across.]]>
<![CDATA[DESIGNING TECHNOLOGY-ASSISTED LESSON MATERIALS FOR ESP NURSING STUDENTS BY USING TPACK ]]>
<![CDATA[Sitepu, Sarfita]]>;
<![CDATA[Masela, Maximeliana]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ Interference: Journal of Language, Literature, and Linguistics Vol 1, No 1 (2020): INTERFERENCE ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/interference.v1i1.12812
<![CDATA[Abstract. The main purposes of this research is to design technology-assisted lesson materials for nursing students by using TPACK. English for Specific Purposes (henceforth, ESP) for nursing students focuses on preparing students to use English in their academic field and support their professions in their future career as a nurse. Conducted in one of private health science schools in Yogyakarta, this research employed Research and Development (henceforth, R&D) as the method. Needs analysis by using interviews and observations were done to gather the data. The research participants were one English teacher and 45 nursing students of the third semester of the respective institution. In addition to the research method, Analysis, Design, Development, Implementation, and Evaluation (henceforth, ADDIE) framework was adopted to design the lesson materials. The results of the research indicated that the students showed their needs and interests in using technological tools during their learning process; this was revealed through the results of the needs analysis conducted at the beginning of the research. Secondly, the technological tools implemented by using TPACK framework seem to empower the students during the learning process; they got more confident in engaging the classroom activities and participated more actively in class. The results of this research will provide insight for ESP teachers in designing technology assisted lesson materials and instructional activities by using TPACK framework. Moreover, ESP teachers might consider to implement TPACK framework to build blended learning environment in facilitating student learning.]]>
<![CDATA[Differentiated Instructions in Teaching English for Students with Autism Spectrum Disorder ]]>
<![CDATA[Sandra, Lifia Alex]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020 ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v5.n01.2020.2274
<![CDATA[This study aims to explore the use of differentiated instructions in teaching English for students with Autism Spectrum Disorder (ASD) and investigate English teachers’ views on the extent of differentiated instructions in teaching English for students with ASD. The participants of this study was two English lecturers of English language education department in a private inclusive university in Indonesia. Employing qualitative method, this study used the data gathered from the interviews with the participants. This study used thematic analysis and generated five themes regarding to the use of differentiated instructions and teachers’ views on it. The first three themes were used to explain the extent of differentiated instructions in teaching English for students with ASD. The first three themes are the participants used differentiated class-assignments for students with ASD in their English class, they used differentiated content materials for students with ASD, and lastly, they provided outside-class assistance for students with ASD. The last two themes were used to reveal teachers’ vi.ws on the extent of differentiated instructions in teaching English for students with ASD. First, differentiated instructions lessened the level of anxiety of students with ASD, and second, differentiated instructions provided a positive learning environment for students with ASD. Based on the results and limitation of the study, some implications, contributions, and suggestions for future studies are presented.]]>
<![CDATA[Personalized Learning: Empowering a Student with Autism Spectrum Disorder in Basic Grammar Course ]]>
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Hindu Dharma Negeri Denpasar ]]>
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DOI: 10.25078/yb.v1i1.1372
<![CDATA[This paper provides illustrations of how a personalized learning approach is implemented in the Basic Grammar course to empower a student with an autism spectrum disorder is taking the ownership of learning and meeting his learning needs based on his strengths, weaknesses, and interests. Building upon literature and pedagogical practices of personalized learning, this paper details the innovations implemented in the Basic Grammar course for a student with an autism spectrum disorder to take more control of his learning, facilitate decision-making and communication skills, and engage in the learning process. Additionally, the innovations implemented in this course mirror the essence and principles of personalized learning. This paper is expected to enrich educators in the attempts to adopt a personalized learning approach and to give new insight into how to implement personalized learning in an inclusive classroom. Moreover, it is hoped that the idea of equity in inclusive education by implementing personalized learning could be an omnipresent practice to improve the quality of education for all in Indonesia.]]>
<![CDATA[Peningkatan Layanan Perpustakaan Sekolah SMPN 2 Purwosari Melalui Penyederhanaan Modul Aplikasi SLiMS ]]>
<![CDATA[Wibowo, Argo]]>;
<![CDATA[Chrismanto, Antonius Rachmat]]>;
<![CDATA[Widi Tamtama, Gabriel Indra]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ Jurnal Pengabdian Teknik dan Ilmu Komputer (Petik) PETIK : Jurnal Pengabdian Teknik dan Ilmu Komputer Vol. 3 No. 2 Desember 2023 ]]>
Publisher : <![CDATA[Fakultas Teknik dan Ilmu Komputer ]]>
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DOI: 10.34010/petik.v3i2.11387
<![CDATA[Demi memenuhi kebutuhan pelanggan yang terus berkembang, perpustakaan di seluruh dunia telah menggunakan sistem manajemen perpustakaan sebagai alat penting dalam menyederhanakan operasional dan meningkatkan pengalaman pengguna perpustakaan. Pengabdian ini menyajikan studi kasus keberhasilan implementasi aplikasi SLiMS Senayan untuk meningkatkan layanan perpustakaan di SMP Negeri 2 Purwosari. Studi ini mengeksplorasi bagaimana SMP Negeri 2 Purwosari memanfaatkan aplikasi SLiMS Senayan untuk memperbarui layanannya, dengan fokus pada bidang-bidang utama Manajemen Katalog dan Layanan Sirkulasi. Studi kasus ini menyoroti dampak transformatif penerapan SLiMS Senayan di SMP Negeri 2 Purwosari. Dengan menerapkan sistem manajemen perpustakaan yang kuat ini, perpustakaan tidak hanya memodernisasi layanannya tetapi juga memposisikan dirinya sebagai institusi yang dinamis dan berpusat pada pengguna. Program yang telah dilakukan dalam meningkatkan layanan administrasi perpustakaan yaitu dengan menggunakan aplikasi SLiMS yang dimodifikasi. Program pengabdian ini berisi beberapa kegiatan seperti: koordinasi bersama tim dan mitra, kegiatan pelatihan, kegiatan modifikasi aplikasi SLiMS, pendampingan pengguna dan aplikasi SLiMS, dan terakhir dilakukan evaluasi terhadap program yang telah dilaksanakan. Hasil evaluasi menunjukkan tingkat pemahaman yang baik sesudah pelatihan SLiMS. Petugas perpustakaan dapat menjalankan aplikasi SLiMS dengan mandiri setelah kegiatan pengabdian ini selesai.]]>
<![CDATA[ENHANCING ENGLISH SKILLS FOR SHOPKEEPERS: A TAILORED ENGLISH TRAINING MODULE USING ADDIE MODEL ]]>
<![CDATA[Manalu, Irene Damaian Kristia]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i1.12961
<![CDATA[Based on the results of the needs analysis which revealed the inefficiency in transactions with the foreign customers due to limited English proficiency, this present study aims to develop an English training module for shopkeepers working at showrooms and workshops in the tourist village of Kasongan, Bantul Regency, Yogyakarta, Indonesia. By using the principles of ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model, the module was developed to hone the shopkeepers’ English skills in serving the foreign customers. Ten participants consisting of 2 showroom and workshop owners as well as 8 shopkeepers participated in this study. Observations and questionnaires were used to gather the data during the needs analysis phase. The data were analyzed and used to design and developed the materials for the module. The present study did not perform the Implementation and Evaluation phases as the 2 phases are going to be done in the subsequent study. This study, therefore, highlights the importance of continuous improvement in the instructional design based on the feedback from both the stakeholders and the target learners in order to ensure the effectiveness of the module..]]>
<![CDATA[I love my job because I can provide wheelchairs for persons with disabilities: English Communication Empowerment for a Disability Rights Organisation ]]>
<![CDATA[Subekti, Adaninggar Septi]]>;
<![CDATA[Susyetina, Arida]]>;
<![CDATA[Ermerawati, Anesti Budi]]>;
<![CDATA[Winardi, Andreas]]>;
<![CDATA[Endarto, Ignatius Tri]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>;
<![CDATA[Wati, Mega]]>
<![CDATA[ ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 6 No. 2 (2023): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Tasikmalaya ]]>
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DOI: 10.35568/abdimas.v6i2.3094
<![CDATA[This community service programme was conducted in the form of an English communication empowerment programme for employees of OHANA, a disability rights organisation based in Yogyakarta. The programme consisted of ten 90-minute meetings conducted from early October 2022 up to mid-November 2022. The materials of this training included self-introduction, introducing others, making small talks with a wide range of topics, as well as job descriptions and job responsibilities. The programme was conducted in response to the need for OHANA employees to make more effective communications with foreign partners concerning their jobs as advocates of the rights of women and persons with disability. Despite the low attendance rate in some of the meetings due to the tight schedules of the OHANA employees in providing services to the community, the language empowerment programme can be considered successful seen from the engagement of the attending participants and the generally positive feedback from them. Several conclusions and recommendations are stated considering the degree of success of this programme for the betterment of future similar programmes.]]>
<![CDATA[Engaging L2 Learners: Exploring Teachers’ Perceptions of Vocabulary Cards ]]>
<![CDATA[Puspitasari, Natalia]]>;
<![CDATA[Kurniawati, Lemmuela Alvita]]>
<![CDATA[ JELITA Vol 6 No 2 (2025): Journal of English Language Teaching and Literature (JELITA) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Barru ]]>
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DOI: 10.56185/jelita.v6i2.969
<![CDATA[This study examines two primary aspects: the extent to which teachers utilize vocabulary cards to enhance L2 learners' speaking skills and how teachers perceive the use of vocabulary cards for this purpose. Involving three English teachers at a private English course in Yogyakarta, Indonesia, this study employed a qualitative research method that included interviews and observations. The teacher participants were selected based on their use of vocabulary cards as instructional media and their willingness to be involved in this study. The observations were conducted for two consecutive days, and the data were collected from the interview results, with the observation notes coded and generated into some themes. The study found that teachers employ vocabulary cards to help students understand new materials and improve their speaking skills. Teachers perceive vocabulary cards as making learning more enjoyable and significantly increasing students' vocabulary repertoire. Several implications arise from this study. Vocabulary cards can enhance L2 students' speaking abilities by making new material more understandable. Teachers positively perceive vocabulary cards as they create a more engaging learning environment and enrich students' vocabulary more effectively. Future research should investigate the effectiveness of vocabulary cards across various levels of English proficiency to determine their impact on learners at different stages of language development. Additionally, using other data collection techniques, such as questionnaires and surveys, could provide a more comprehensive understanding of their effectiveness in diverse learning contexts.]]>
