Garuda - Garba Rujukan Digital

FOSTERING LEARNING AUTONOMY THROUGH THE IMPLEMENTATION OF FLIPPED LEARNING IN LANGUAGE TEACHING MEDIA COURSE Wulandari, Mega
International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

Dealing with millennial generations, it is essential that educators adjust the educational paradigm in order to adapt to the needs of students in the digital age as it is today. This research studied about the implementation of flipped classroom learning model in Language Teaching Media (LTM) to foster fifth semester studentsâ€™ learning autonomy in English Teacher Education Study Program, Sanata Dharma University. Through the implementation of flipped classroom using Learning Management System (LMS), it is expected to model innovative teaching strategies, such as flipped classrooms, in an effort to prepare preservice teachers for 21st century education. Findings from this research indicated positive perception towards flipped classroom in fostering learning autonomy in terms of planning, classroom engagement and self-evaluation.DOI: https://doi.org/10.24071/ijiet.2017.010209

Moodle-Based Learning Model for Paragraph Writing Class Wulandari, Mega
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1594.781 KB)

Todayâs language classroom is vastly different from that of the twentieth century. The trends in language learning are moving forward in a way as to empower language learners to interact with others. Time and place boundaries are transcended by internet-based media to facilitate the interaction they are eager to make. Language teachers must now be able to utilize internet for language learning, especially in writing class because most learners assume that writing skill is the hardest part of language to learn, which require learners to practice intensively in order to gain mastery. Moodle (Modular, Object-Oriented, Dynamic, and Learning Environment) is one of many internet-based media through which teachers can work with students, whether in distance mode or as a supplement to face-to-face teaching. There are four basic things teachers and students can do with Moodle, namely: storing, communicating, collaborating, and evaluating. Considering those potentials, this research aimed at developing a Moodle learning model of Paragraph Writing at the university level. Â The result of the research was the theoretical model and the iconic Moodle learning model. The theoretical model presents the Moodle features that were selected according to their suitability with the theory of paragraph writing as well as with the CALL principles and Gagneâs nine events of instruction. The iconic model was developed by making some revisions based on the results of the expert validation and the user validation. The iconic learning model could be accessed on www.writing2pbi.mdl2.com.Â DOI: https://doi.org/10.24071/llt.2015.180201

IMPROVING EFL LEARNERS’ SPEAKING PROFICIENCY THROUGH INSTAGRAM VLOG Wulandari, Mega
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (955.467 KB)

This research investigated whether Instagram Vlog contributed to the improvement of EFL’s speaking ability. It also examined learners’ perceptions on the integration of Instagram Vlog in a speaking class. There were 28 participants involved in this research. To determine the impact of the Instagram Vlog on EFL learners’ speaking ability, pre- and post-tests were administered to measure the improvement. The results indicated that the implementation of Instagram Vlog into a basic-level speaking class improved the learners’ speaking proficiency in terms of pronunciation, fluency, vocabulary, syntax, and general use of the target language. The analysis of the questionnaire demonstrated that the utilization of Instagram vlog contributed to EFL learners’ speaking skill on enhancing fluency, acquiring vocabulary items, and boosting confidence and motivation. DOI: doi.org/10.24071/llt.2019.220111

Implementing a mobile application Quizlet to help Senior High School students learn vocabulary Prayogi, Alesandro Woisela; Wulandari, Mega
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i1.42775

This study analyzed how Quizlet, a digital vocabulary learning platform, was implemented in helping students learn vocabulary and how students perceive the application. There were 13 high school students of a private school in Yogyakarta who took part in this study. The vocabulary studied were taken from the students' course book which was on the level B2 of CEFR. This research employed CAR (Classroom Action Research) as its methodology. The findings of this research suggested that the students were engaged when using Quizlet during the class activity. The mean score of Perceived Usefulness is very high (M= 4.03, SD= 0.86) and Perceived Ease of Use is also very high (M=4.38, SD= 0.75). This indicated that students had favorable views towards the application. The data acquired from the interview also indicated that Quizlet was a practical and easy-to-use learning platform. The application was a one-stop vocabulary learning platform. Moreover, it utilized cutting-edge technology in learning and the application was practical and easy to use. Based on the results mentioned, the researchers strongly recommend that teachers start using Quizlet to help their students learn vocabulary.

Implementing a mobile application Quizlet to help Senior High School students learn vocabulary Prayogi, Alesandro Woisela; Wulandari, Mega
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i1.42775

This study analyzed how Quizlet, a digital vocabulary learning platform, was implemented in helping students learn vocabulary and how students perceive the application. There were 13 high school students of a private school in Yogyakarta who took part in this study. The vocabulary studied were taken from the students' course book which was on the level B2 of CEFR. This research employed CAR (Classroom Action Research) as its methodology. The findings of this research suggested that the students were engaged when using Quizlet during the class activity. The mean score of Perceived Usefulness is very high (M= 4.03, SD= 0.86) and Perceived Ease of Use is also very high (M=4.38, SD= 0.75). This indicated that students had favorable views towards the application. The data acquired from the interview also indicated that Quizlet was a practical and easy-to-use learning platform. The application was a one-stop vocabulary learning platform. Moreover, it utilized cutting-edge technology in learning and the application was practical and easy to use. Based on the results mentioned, the researchers strongly recommend that teachers start using Quizlet to help their students learn vocabulary.

Pengaruh Pengembangan Karir Dan Motivasi Kerja Terhadap Kinerja Karyawan Dengan Komitmen Organisasi Sebagai Variabel Intervening Pada PT. BPR LPN Sungai Rumbai Wulandari, Mega
Journal of Science Education and Management Business Vol. 3 No. 2 (2024): JOSEMB (Journal Of Science Education And Management Business)
Publisher : Riset Sinergi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62357/joseamb.v3i2.307

Penelitian ini bertujuan untuk mengetahui Pengaruh Pengembangan Karir dan Motivasi Kerja terhadap Kinerja Karyawan dengan Komitmen Organisasi sebagai Variabel Intervening, dengan jumlah sampel pada penelitian ini sebanyak 32 responden. Dalam penelitian ini menggunakan alat analisis SEM dengan menggunakan SmartPLS 3 dan teknik pengumpulan data pada penelitian ini dengan penyebaran kuesioner yang menggunakan skala likert. Hasil penelitian menunjukan bahwa secara langsung variabel paling dominan yaitu Pengembangan Karir berpengaruh positif dan signifikan terhadap Komitmen Organisasi, hal ini menujukkan semakin baik pengembangan karir yang diterapkan dalam suatu instansi maka komitmen organisasi akan meningkat. Selain itu, Komitmen Organisasi berpengaruh positif dan signifikan terhadap Kinerja Karyawan, ini menunjukkan bahwa semakin baik komitme organisasi yang diterapkan maka semakin baik pula kinerja karyawan dalam instansi tersebut. Pengaruh secara tidak langsung yang paling dominan adalah Pengembangan Karir berpengaruh positif dan signifikan terhadap Kinerja Karyawan melalui Komitmen Organisasi. Jika Pengembangan Karir diterapkan dengan baik, maka kinerja karyawan semakin meningkat dan karyawan akan merasa lebih puas dengan pekerjaan mereka, sehingga tingkat komitmen organisasi juga ikut meningkat.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS Wulandari, Mega; Purnamaningwulan, Rina Astuti
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8690

The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports, and artifacts from the three Indonesian pre-service teachers majoring in English language education joining a teaching practicum program in a local school for 6 weeks. The qualitative data analysis revealed that the Indonesian EFL pre-service teachers saw three essential benefits of AI-assisted teaching practicum: (1) AI assists them with brainstorming and ideation process, (2) AI makes teaching preparation more time efficient, and (3) AI assists them in crafting tailor-made English materials for students. Meanwhile, they also addressed some challenges in the process, namely (1) overreliance, (2) ethical violation, and (3) fabricated and misleading contents.

THE CORRELATION BETWEEN THE INTENSITY OF YOUTUBE USAGE AND VOCABULARY ACQUISITION IN ENGLISH LANGUAGE LEARNING Prabaningtyas, Hana Lintang; Wulandari, Mega
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 1 No. 2 (2023): November 2023
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v1i2.1417

Vocabulary acquisition is significant in language learning and entails sufficient language exposure. YouTube is a video sharing platform that has been proven by studies for carrying positive impacts in vocabulary learning and acquisition. This research aimed to find how intense is the students’ YouTube usage and investigate the correlation between the two variables. Therefore, it is a correlational study. The participants were 58 CLS II students from English Language Education Study Program of Sanata Dharma University. A two weeks journal and B2 CEFR vocabulary test were used as the instruments of this research. The participants were filling the journal in 14 days to record their YouTube usage intensity. Then, they were tested using B2 CEFR vocabulary test to measure their vocabulary acquisition. The data gathered were tested using Pearson’s Product Moment Simple Correlation formula. The result shows that the student’s YouTube usage intensity ranges from 85 to 629 minutes in 2 weeks and most of the students were at the moderate level. Then, there was a weak positive correlation between the intensity of YouTube usage and vocabulary acquisition, and the correlation was significant. Therefore, both teacher and English language learners could consider utilizing the application to enhance vocabulary acquisition.

IMPROVING EFL LEARNERS SPEAKING PROFICIENCY THROUGH INSTAGRAM VLOG Wulandari, Mega
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i1.1796

This research investigated whether Instagram Vlog contributed to the improvement of EFLs speaking ability. It also examined learners perceptions on the integration of Instagram Vlog in a speaking class. There were 28 participants involved in this research. To determine the impact of the Instagram Vlog on EFL learners speaking ability, pre- and post-tests were administered to measure the improvement. The results indicated that the implementation of Instagram Vlog into a basic-level speaking class improved the learners speaking proficiency in terms of pronunciation, fluency, vocabulary, syntax, and general use of the target language. The analysis of the questionnaire demonstrated that the utilization of Instagram vlog contributed to EFL learners speaking skill on enhancing fluency, acquiring vocabulary items, and boosting confidence and motivation.

Moodle-Based Learning Model for Paragraph Writing Class Wulandari, Mega
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015): October 2015
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v18i2.249

Todays language classroom is vastly different from that of the twentieth century. The trends in language learning are moving forward in a way as to empower language learners to interact with others. Time and place boundaries are transcended by internet-based media to facilitate the interaction they are eager to make. Language teachers must now be able to utilize internet for language learning, especially in writing class because most learners assume that writing skill is the hardest part of language to learn, which require learners to practice intensively in order to gain mastery. Moodle (Modular, Object-Oriented, Dynamic, and Learning Environment) is one of many internet-based media through which teachers can work with students, whether in distance mode or as a supplement to face-to-face teaching. There are four basic things teachers and students can do with Moodle, namely: storing, communicating, collaborating, and evaluating. Considering those potentials, this research aimed at developing a Moodle learning model of Paragraph Writing at the university level. The result of the research was the theoretical model and the iconic Moodle learning model. The theoretical model presents the Moodle features that were selected according to their suitability with the theory of paragraph writing as well as with the CALL principles and Gagnes nine events of instruction. The iconic model was developed by making some revisions based on the results of the expert validation and the user validation. The iconic learning model could be accessed on www.writing2pbi.mdl2.com.

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