Articles
<![CDATA[The Effect of TPR and Audio-Lingual Method in Teaching Vocabulary Viewed from Students’ IQ ]]>
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1 ]]>
Publisher : <![CDATA[University of Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (884.504 KB)
<![CDATA[This research aimed to investigate the effect of Total Physical Response (TPR) on elementary school students’ English vocabulary mastery with regards to their Intelligence Quotient (IQ). Whether or not there is an interaction between the teaching method and IQ in teaching vocabulary was also investigated in this study. The research was carried out at an elementary school in Central Java, Indonesia. The population was the fifth year students of two classes. Both the experimental and control groups consisted of 40 students. The data were analyzed using multifactor analysis of variance 2 x 2 (ANOVA). Then, it was analyzed using Tukey test. The study reveals that TPR was an effective method for teaching vocabulary in elementary school, and the effectiveness of the method was influenced by the level of students’ IQ. The results of the study may become a reference for EFL teachers to apply an effective method to teach English vocabulary to elementary school students. Moreover, EFL teachers need to take into account students’ IQ in implementing the teaching method. ]]>
<![CDATA[Student’s Perceptions of Using TED Talks to Improve EFL Speaking Skill ]]>
<![CDATA[Patria Erry Kusumastuty]]>;
<![CDATA[Herri Mulyono]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ UICELL No 3 (2019): UICELL Conference Proceedings 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1056.376 KB)
<![CDATA[This quantitative study investigated the students’ perception of using TED Talks to improve their speaking skill. The study drew upon 210 in-service EFL scholar across universities in fourteen provinces in Indonesia. These student participants were asked to complete seventeen items of close-ended questionnaire. Statistical data analysis using reliability, descriptive analysis and One-Way ANOVA were performed using SPSS software. The findings revealed two students’ perceptions about using TED Talks, there were positive and negative perceptions. The results were performed with differences between gender and age as demographic. Keywords: TED Talks, Speaking Skill]]>
<![CDATA[STUDENTS’ BELIEFS ABOUT SOCIAL MEDIA IN EFL CLASSROOM: A REVIEW OF LITERATURE ]]>
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v10i2.6261
<![CDATA[This article reviews research on student beliefs about the use of social media in English as a Foreign Language (EFL) classrooms. This study involves a discussion of how social media impacts students' language learning from previous studies. This study uses a systematic literature review (SLR) in reviewing articles. In determining the article, it is carried out in three stages, namely peer-reviewed articles, re-examined articles, and analyzing the selected articles. The literature review summarizes research on student beliefs from 2017 to 2021. A total of seven articles are referenced in this study. The conclusion drawn from the seven literatures is that students' beliefs about the use of social media in EFL classrooms are positively affected. Social media helps students to improve their English skills. The use of social media can be a reference for teach media that EFL teachers can present in learning activities to attract students' attention and achieve goals in language learning.]]>
<![CDATA[Teachers’ Perspective of Grammarly as an Online Grammar Checker to Improve Writing Skill ]]>
<![CDATA[Isyabella Isyabella]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ UICELL No 6 (2022): UICELL Conference Proceedings 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Writing is one of the important skills in English. Using correct grammar and spelling in writing English is an important aspect. There are many online spelling and grammar checking tools available today to improve the quality of your writing. In this modern era, writing plays an important role in real life. Teachers need more tools because they need to help them write and evaluate their writing. In this study the authors used Grammarly as an online grammar checking tool to check grammar, punctuation and spelling in written English. This study aims to determine the teacher's perspective on Grammarly as an online grammar checker tool to improve writing skill. This study uses a qualitative method with a survey design. The instruments in this research were questionnaire and interview to collect data.The population in this research were 20 English teachers who were given questionnaire, then the researcher took 13 teachers to be interviewed. The researcher use triangulation technique to analyze the data that has been collected. The results showed that the teachers gave a positive response to Grammarly as an online grammar checking tool. Teachers are helped by the Grammarly feature which can help check their English writing. The teachers believed that the results of the Grammarly check were accurate and reliable. They become more confident in writing when checked using Grammarly. The error explanation feature in Grammarly also adds to their insight in writing English. However, teachers also feel the lack of features of the limited premium version which requires payment to access Grammarly's premium features. Keywords: Teacher perspective, Grammarly, writing]]>
<![CDATA[An Analysis of Anxiety Speaking English in Online Learning using Zoom Cloud Meeting on EFL Students ]]>
<![CDATA[Putri Oktarina]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ UICELL No 6 (2022): UICELL Conference Proceedings 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Zoom Cloud Meeting is an application that is widely used for online learning, this application makes it easy to communicate directly virtually. When online learning is taking place using the Zoom Cloud Meeting application, many students feel anxious about speaking. This is because when lecturers ask students, many do not respond and they are afraid to speak. This study aims to find out the factors that influence students’ anxiety when speaking through zoom meetings. In this study, researchers used a questionnaire adapted from McCroskey (1970). The respondents of this study consisted of 104 EFL students who were in around JABODETABEK. Then the data were analyzed using descriptive statistics through IBM SPSS Statistics 26. The results of this study are that more students experience feel anxiety and fear when speaking English through Zoom Meetings when learning online. The findings of this study are to encourage EFL students to speak English without anxiety and improve their speaking skills in public or online classes. Keywords: Zoom Cloud Meeting, Online learning, Anxiety speaking]]>
<![CDATA[The Use of Podcast in Students with Metacognitive Intervention: Foreign Language Listening Development ]]>
<![CDATA[Hairunisa Fitriyanti]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ UICELL No 6 (2022): UICELL Conference Proceedings 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Podcasts have a become everywhere and easily accessible input for dialect learning it can enhance second the formal and semantic aspects of language. It learn aims to explore several unknown effects of podcast use through a metacognitive intervention for 12th grades of senior high school. This inquire about be valid the graphic quantitative strategy. This inquire about was collected online by utilize a questionnaire via Google Form that was distributed on WhatsApp and Instagram for senior high school students in Tambun Bekasi for the 2022/2023 academic year. Listening Exploratory approach and understanding of podcast using questionnaires, study diaries, and semi-structured interviews. Respondent of this study were 30 respondents, consisting of male 17 and female 13 senior high school students in SMK Karya Bangsa Tambun. The result find that language learners enjoy several benefits when using tuning usage podcasts. Additionally, learners have shown positive evaluations toward learning to listen through metacognitive techniques, indicating that it helped them become independent listeners. The findings of this research highlights the potency of applying technology-based listening learning in EFL contexts where are the many learners do not have sufficient authentic comprehensible. Keywords: Podcast, Extensive Listening, L2 Learners, Listening Deveploment, Metacognitive Techniques]]>
<![CDATA[Secondary School Students' Readiness for Autonomous English Learning in West Java ]]>
<![CDATA[Hanifah Nur' Aini]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ JPG: Jurnal Pendidikan Guru Vol. 5 No. 1 (2024): JPG: Jurnal Pendidikan Guru ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ibn Khaldun Bogor ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32832/jpg.v5i1.14941
<![CDATA[Autonomous English learning grows student’s ability to take responsibility for their own English learning process. The level of student’s awareness of learning English independently is still uneven. Some students’ are ready to learn English independently, whereas others still depend too much on the role of an EFL teacher. Regarding this condition, the study was interested in discovering the secondary school students’ readiness for autonomous English learning in West Java. This study used a quantitative research methodology and a survey as the research tool. Secondary school students from various West Javan schools participated in this study. The data was gathered through a questionnaire. The findings revealed that the students believed that teachers are in charge of almost every aspect of the English learning process. Further, most students are ready enough to learn English independently. Also, students’ have a plan for learning English based on their willingness. The result indicated the teacher had to start applying learning autonomy and encouraging student autonomy in English learning.]]>
<![CDATA[The Use of Instagram for Students' Writing Skills ]]>
<![CDATA[Nida Uswatun Hasanah]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ JPG: Jurnal Pendidikan Guru Vol. 5 No. 2 (2024): JPG: Jurnal Pendidikan Guru ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ibn Khaldun Bogor ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32832/jpg.v5i2.14942
<![CDATA[One of the most popular social media sites among young people is Instagram. With its many features, Instagram can be used as a fun and non-monotonous writing lesson. This study examined the students’ perceptions of using Instagram for their writing skills. In this study, the descriptive quantitative method was used. This study included 150 participants from students’ universities, and questionnaires distributed over WhatsApp were used to collect research data. There were 10 items and the participants were expected to choose the most appropriate option from the 4-level Likert Scale labeled by: Strongly Disagree, Disagree, Agree, and Strongly Agree. According to the study’s findings, Instagram is an effective tool for improving learners’ vocabulary range and grammatical accuracy. Learners also gain better ideas prior to writing tasks and develop their own writing style. If used and supervised properly, Instagram could be an effective pedagogical tool for learning a second language.]]>
<![CDATA[STUDENTS’ IMPROVING VOCABULARY BY DISCORD AS AN ALTERNATIVE ASYNCRHONOUS LEARNING MEDIA ]]>
<![CDATA[Bintang Fedora Aditya]]>;
<![CDATA[Anita Dewi Ekawati]]>
<![CDATA[ JPG: Jurnal Pendidikan Guru Vol. 5 No. 3 (2024): JPG: Jurnal Pendidikan Guru ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ibn Khaldun Bogor ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Since Discord was released to the public in May 2015, gamers have widely used it as an additional team talk application to communicate with their teammates while playing games. However, this program is also utilized as an alternate communication media in English teaching and learning activities because it has a lot of capabilities. Consequently, the purpose of this study is to ascertain how students feel about utilizing Discord as a learning tool to broaden their vocabulary during asynchronous learning. This study uses a descriptive quantitative research method. This research consisted of 125 senior high school students from two schools in South Jakarta. Data collection uses a Google Form which is distributed through classes and several class groups. The results of these data are that the use of Discord as an alternative asynchronous learning media can improve vocabulary acceptable because it supports the features of their language use in the application. With this in mind, the use of Discord continues to this day as an alternative learning media for students.]]>
<![CDATA[PEMENUHAN ASUPAN GIZI SEIMBANG ANAK MELALUI WORKSHOP PEMBUATAN CAMILAN SEHAT PADA IBU-IBU PKK DI JAKARTA ]]>
<![CDATA[Mil, Silvie]]>;
<![CDATA[Praptiningsih, Novi Andayani]]>;
<![CDATA[Ekawati, Anita Dewi]]>
<![CDATA[ Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 2 (2024): Kumawula: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Padjadjaran ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24198/kumawula.v7i2.53596
<![CDATA[Lebih menyukai makanan jajanan dan pilih-pilih makanan merupakan salah satu fase pola makan yag dialami hampir seluruh anak usia dini. Jajanan yang sering dikonsumsi oleh anak-anak seringkali minim zat gizi dan banyak mengandung bahan tambahan dan berpengawet. Kegiatan pengabdian masyarakat ini bertujuan untuk memberikan edukasi kepada masyarakat khususnya kaum ibu melalui Program Pemberdayaan Kesejahteraan Keluarga (PKK) tentang pemenuhan asupan gizi melalui camilan sehat. Sasaran dalam kegiatan ini adalah ibu-ibu yang tergabung dalam PKK yang memiliki anak usia dini yang tinggal di wilayah Jakarta. Kegiatan dilakukan dengan memberikan paparan materi tentang konsep makanan bergizi seimbang dan pentingnya pemenuhan asupan gizi pada anak usia dini melalui makanan serta workshop membuat camilan sehat berupa drumstick nasi isi ayam dan nugget tempe. Pemilihan kedua menu camilan ini berdasarkan hasil analisis kebutuhan dimana anak-anak senang mengkonsumsi makanan siap saji dalam bentuk makanan beku (frozen food) dalam bentuk nugget dan juga drumstick. Untuk menjaga asupan gizi anak dapat terpenuhi, maka kedua menu ini dibuat agar anak mendapatkan asupan nilai gizi yang lebih baik walaupun makanan yang dikonsumsi dalam bentuk camilan. Diharapkan setelah melakukan workshop, ibu-ibu peserta kegiatan dapat mempraktekkan di rumah menu camilan sehat tersebut dan menjadi alternatif camilan baru bagi anak, sehingga anak lebih terpantau asupan makanannya dan wawasan ibu-ibu peserta kegiatan dapat bertambah tentang makanan bergizi seimbang.]]>
