Garuda - Garba Rujukan Digital

STUDENTS’ RESPONSES TO EXTENSIVE READING ACTIVITIES IN ONLINE CLASSROOM Thomas Wahyu Prabowo Mukti
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7221

This pandemic has forced Book Report classes which are based on Extensive Reading Principles to be conducted online. This condition makes lecturers and students unable to conduct activities that are designed predominantly for offline classes. Therefore, the writer had to make some adjustments to the online learning environment. This practice is not yet studied extensively, hence, this paper aims to find out students’ perceptions related to extensive reading practices and how the implementation helps them learn English by analyzing data from Google Form, interview results, and lecturer’s notes and observation. The participants of this study are twenty-six students from Book Report D. The results of this study show students’ positive perception towards all activities in the class (ranging from 40.7% to 66.7% for each activity) and 96.3% of students considered they have positive progress from the beginning until the end of the class. These results show, that despite the challenges, educators should still apply extensive reading practices in their classes considering the benefits students could get from doing so.

ChatGPT in Language Education: Perceptions of Teachers - A Beneficial Tool or Potential Threat? Nugraheni Widianingtyas; Thomas Wahyu Prabowo Mukti; Ronald Maraden Parlindungan Silalahi
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.20326

The burgeoning advancement in artificial intelligence, particularly ChatGPT, has increasingly drawn attention among specialists and practitioners. This study investigates the perceptions of language teachers in Indonesia regarding ChatGPT's potential as a language learning tool and the concerns associated with its deployment. A quantitative approach was adopted, utilizing an online questionnaire comprised of 18 items rated on a four-point Likert scale and three open-ended queries. The sample included 100 educators, spanning English, Indonesian, and Mandarin language teachers and lecturers. Findings indicate that a significant proportion of respondents are familiar with internet-based artificial intelligence and recognize the applicability of ChatGPT in pedagogical contexts. Notably, 87% of language educators endorse initiatives to enhance understanding and integration of Artificial Intelligence in Education (AIEd) to bolster instructional efficiency and efficacy. Consequently, a majority concur that ChatGPT can aid language learners in honing vocabulary, grammar, oral and written competencies. Based on these insights, it is imperative for educational stakeholders to strike a judicious equilibrium between the deployment of AI tools and a pedagogical paradigm that emphasizes student engagement and critical cognitive development.

Utilizing M-Reader for Extensive Reading: Implications for Seminarian Identity at Mataloko Seminary Yohanes Capistrano Satrini Lobi; Thomas Wahyu Prabowo Mukti
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.21406

Introduced in 2021, M-Reader is a digital application designed to promote Extensive Reading. Mataloko Seminary, recognizing its potential, has employed M-Reader to enhance both student literacy and identity formation. With this context in mind, this research sought to answer two pivotal questions: (1) How has Mataloko Seminary integrated Extensive Reading into its curriculum? and (2) To what extent does Extensive Reading via M-Reader influence the identity of seminarians on their journey to priesthood? Employing a narrative inquiry methodology, the study meticulously examined the application of M-Reader in extensive reading practices and its consequent impact on seminarian identity. Data was meticulously collated through semi-structured interviews with three students from grades 10 and 12, all hailing from Mataloko. This data, systematically categorized and analyzed using Microsoft Excel, revealed that M-Reader-supported extensive reading at Mataloko Seminary adheres to ten established principles of extensive reading. Furthermore, the program emerged as a pivotal tool in molding the seminarians' identity across four critical dimensions: human, intellectual, pastoral, and spiritual. These findings underscore the potential benefits for other educational institutions targeting comprehensive identity development: the incorporation of digital extensive reading tools like M-Reader can be a game-changer.

Pelatihan Komunikasi Bahasa Inggris Aktif dengan Metode Role Play untuk Karyawan Melcosh Café dan Glamcamp Mega Wulandari; Rina Astuti Purnamaningwulan; Thomas Wahyu Prabowo Mukti
Madaniya Vol. 4 No. 4 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.553

Melcosh Café dan Glamcamp yang telah tujuh tahun berdiri di Kawasan Wisata Kaliurang, Yogyakarta semakin memperluas pasarnya. Kini, bisnis café tersebut telah merambah ke pasar internasional, di mana jumlah kunjungan dari customer mancanegara semakin bertambah dan konsisten. Untuk dapat melayani customer mancanegara, para karyawan di Melcosh Café & Glamcamp perlu memiliki kemampuan komunikasi bahasa Inggris aktif. Untuk membantu menjawab kebutuhan tersebut, tim pengabdi dari prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma menyelenggarakan pelatihan komunikasi bahasa Inggris aktif dengan metode role play bagi karyawan Melcosh Café dan Glamcamp. Dengan modul yang dikembangkan secara khusus untuk konteks bisnis resto dan hospitality industry, kegiatan pelatihan yang berbasis role play dilaksanakan dalam kurun waktu satu bulan dengan jumlah total delapan pertemuan. Setelah menjalani pelatihan intensif selama satu bulan, keempat belas orang peserta pelatihan yang terdiri dari barista, waiter, cook, customer service, dan staf operasional dapat meningkatkan kemampuan bahasa Inggris mereka dari level pasif menjadi aktif, khususnya dalam konteks melayani dan menangani kebutuhan pelanggan mancanegara di café dan glamcamp. Hasil akhir pengabdian masyarakat ini menunjukkan bahwa pelatihan bahasa Inggris dengan metode role play terbukti telah memberikan dampak positif bagi perkembangan kompetensi berbahasa Inggris para karyawan Melcosh Café & Glamcamp yang merupakan salah satu faktor penunjang pengembangan bisnis perusahaan.

Students’ perception of social presence in the online EFL speaking class Kusumaningtyas, Brigita Woro Diyatni; Mukti, Thomas Wahyu Prabowo
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15018

Some students claim to suffer from anxiety, which lowers their self-esteem and causes them to feel anxious and uneasy while studying a foreign language. Establishing a social connection between the lecturer and the students is one of the possible solutions to this issue. The purpose of this study was to examine students' perceptions of social presence in an online speaking class and how social presence affects students' confidence in speaking class. This study employed quantitative research as its method of inquiry. The researchers distributed questionnaires to 159 students to collect data, but only 51 students responded. In addition, the researchers conducted interviews with a subset of participants to gain additional insight into the data required for the study. The research findings on students' perception of social presence in the online speaking class and the effect of social presence on students' confidence in speaking class revealed that students had a favorable perception of social presence in the online speaking class. The first finding's mean score was seventy-two point nine (x ̅ = 72.9). The findings demonstrated that social presence influences students' self-confidence, encourages them to learn more, and assists students in improving their speaking ability in speaking class.

THE ROLE OF STUDENTS MOTIVATIONAL SELF-REGULATION IN STRUCTURE III Mukti, Thomas Wahyu Prabowo
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
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.v20i2.738

One of the important factors that influence the language learning, especially learning the basic rule of a language, is motivation. Many studies have tried to find out the correlation between motivation and self-regulation with the students' academic performance and they find out that both motivation and learning language are correlated so much. Thus, this paper specifically tried to find out the role of students motivational self-regulation with the students learning strategy. This research employed quantitative approach by employing survey method using observation sheet, questionnaire, and interview on some participants. The results of this study showed that the students motivation was high but they cannot self-regulate themselves.

Code Switching in the Instructions of English Language Education Study Program Lecturers Mukti, Thomas Wahyu Prabowo; Muljani, Retno
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016): April 2016
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.v19i1.311

Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not students first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers instructional languages was mainly for the students understanding.

Investigating Students’ Academic Self-Efficacy in Play Performance Class Mukti, Thomas Wahyu Prabowo; Triprihatmini, Veronica
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 1 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i1.1650

Play Performance class at the English Language Education Study Program of Sanata Dharma University is designed to introduce students to fundamental concepts of drama and elaborate underlying principles of drama performance that come into play. In this course, not only do students learn about drama aspects, but they are also actively encouraged to practice and perform their soft skills in dealing with various challenges in preparing the performances. The researchers focused on finding out students’ academic self-efficacy in dealing with diverse challenges in this class. The researchers analyzed 29 students’ progress test 1, progress test 2, and final test reflection to investigate the students’ academic self-efficacy developments and factors contributing to the academic self-efficacy. The results showed that most students considered themselves not having self-efficacy at the beginning of the class. However, after facing several challenges, students’ academic self-efficacy was growing. This study illuminates the positive impact of giving students challenges to foster self-efficacy while practicing their English skills. The findings imply that educators should provide students enough opportunities to grow from both successes and failures in the context of academic journey and provide adequate supports during the period.

Students’ perception of social presence in the online EFL speaking class Kusumaningtyas, Brigita Woro Diyatni; Mukti, Thomas Wahyu Prabowo
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.15018

Some students claim to suffer from anxiety, which lowers their self-esteem and causes them to feel anxious and uneasy while studying a foreign language. Establishing a social connection between the lecturer and the students is one of the possible solutions to this issue. The purpose of this study was to examine students' perceptions of social presence in an online speaking class and how social presence affects students' confidence in speaking class. This study employed quantitative research as its method of inquiry. The researchers distributed questionnaires to 159 students to collect data, but only 51 students responded. In addition, the researchers conducted interviews with a subset of participants to gain additional insight into the data required for the study. The research findings on students' perception of social presence in the online speaking class and the effect of social presence on students' confidence in speaking class revealed that students had a favorable perception of social presence in the online speaking class. The first finding's mean score was seventy-two point nine (x ̅ = 72.9). The findings demonstrated that social presence influences students' self-confidence, encourages them to learn more, and assists students in improving their speaking ability in speaking class.

Students' Voices on Effective Teaching Methods for Grammar Learning in Peer Tutoring Program Paskarena, Maria Indah; Mukti, Thomas Wahyu Prabowo
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2904

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

Title

Found 21 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 21 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 21 Documents
Search