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Fika Megawati

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Author-ID : 640572

Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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BIG BOOK: STUDENTS’ PERCEPTION OF ITS BENEFITS TO READING SKILL Cahyani, Chandrika Rahmania; Megawati, Fika
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i2.8922

This research uncovers students' perceptions of the benefits of significant books on reading skills. A purposive descriptive case study was used to explore their perceptions of the benefits of big books on reading skills and the challenges in practicing the activity. Five elementary school students who read big books became participants in this research. To fill the gap, this research aimed to describe the benefits of big books on students' reading activities. An open-ended questionnaire was used for data collection. Data were collected through structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The results showed that students positively perceived reading using big books. They argued that this technique stimulated and encouraged their creativity. However, it was found that big book has limited verbal representation and development of other skills. This research implies that big books can enhance creativity, are easy to use, and are not fixated on technology.

Penguatan Keterampilan Pembuatan Big Book Berbasis Digital dengan Integrasi Konten Bahasa Inggris Megawati, Fika; Agustina, Sheila; Wulandari, Fitria; Putri, Faradila; Aziz, Mochammad Lutfy; Hadian, Nila Sekardhani; Rahayu, Fajarista Faiq
Warta LPM WARTA LPM, Vol. 26, No. 3, Juli 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/warta.v26i3.1823

The challenge faced by teachers today is the lack of skills in developing technology-based media. In facing the demands of an increasingly developing curriculum, teachers need to be given reinforcement in the development of professionalism, including in making digital-based media. Based on the problem, MI Muhammadiyah 2 Kedungbanteng is a school that deserves instructional media training. The obstacles faced include the absence of assistance to develop technology-based media so that the digital literacy of teachers is still low, the absence of school literacy activities through teacher-made media, and the lack of activities that can hone creativity to optimize vocabulary learning. This service wants to make a meaningful contribution to teachers with training activities in developing Canva application-based big book media. The activity is carried out through preparation, implementation, and evaluation stage. In the preparatory stage, the team collected initial information about conditions in school that could support the development of teacher competencies as well as implementation schedules and monitoring and evaluation. Furthermore, at the implementation stage, activities are carried out through material presentation, discussion, and independent assignments. For the monitoring and evaluation stage, the teachers conducted learning using the resulting big book and the community service team observed learning in class. This service was successfully carried out according to plan and made several contributions to strengthening understanding of the material and skills in designing and implementing Canva-based big book. The teachers stated that they were satisfied with this training and hoped to create other media creations in the next training.

Corrective Feedback: How has it been implemented in EFL Writing Class? Megawati, Fika; Kadarisman, A. Effendi; Agustina, Sheila
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 03 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i03.2563

Studies have shown that during the process of Interlanguage development, language learners cannot avoid making grammatical errors in either spoken or written form. Although it is considered as a normal phase, errors can lower students' confidence to be active EFL learners in the class. Accordingly, they need teachers’ appropriate corrective feedback (CF) to produce effective communication in the target language. Thus, considering the significant contribution of grammar knowledge and teachers' feedback on students' English proficiency, this paper aims to explore the perception of 12 EFL teachers’ practices and 91 students, both of whom are involved in an English writing class, about CF. The instruments used to collect the data was closed- and open-ended questionnaire. The results indicate that teachers vary their CF in terms of frequency and types. In addition, students show a different perspective on the effectiveness of CF in writing class. Also, teachers need to become more familiar with electronic CF in order to implement it better in class including for writing instruction process and promoting peer corrective feedback. In line with these findings, suggestions for future research are provided.

Deictic Expressions Used by Lera Boroditsky in TED Talks Channel Ningsih, Putri Dinia; Megawati, Fika
REiLA : Journal of Research and Innovation in Language Vol. 4 No. 1 (2022): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v4i1.4951

Highlighting the importance of deictic expression studies in English language context, particularly in the form of speech, it is pivotal to explore further deixis as the specific area of pragmatics in order to enrich the theory as well as the practice of verbal communication development. Thus, the purpose of this descriptive qualitative study is to determine the presence of deixis in Lera Boroditsky’s speech of “how language changes the way we think?” and to decipher the meaning of each deictic statement in her speech. The data were obtained from a video of the TED Talks channel on YouTube. Then the transcript of the speech was analyzed and evaluated by using Levinson’s (1983) and Huang’s theories (2014). The results demonstrated that Lera Boroditsky’s speech has six categories of deixis: person deixis, spatial or place deixis, temporal or time deixis, social deixis, discourse deixis, and emotional deixis. Each deictic phrase has a distinct meaning depending on the context or situation presented in the speech. In other words, recognizing deixis in a formal speech helps understand the intention of speakers with different personalities, backgrounds, and cultures in several types of communication. In addition, some implications of the findings on the process of teaching and learning English language is also elaborated in this study.

An Analysis of Teacher’s Strategy in Teaching Public Speaking at Aviation School of Nusantara Tjahja Cipta Sidoarjo Halisah, Siti Nur; Megawati, Fika
Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Vol. 5 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/emergent.v2i4.9

This research was aimed to find out what are the teacher's strategies in teaching public speaking at Aviation School Nusantara Tjahja Cipta Sidoarjo with the qualitative descriptive method and used the Class observation documentation and Semi-Structured In-Dept Interview as the Instrumental data. Furthermore, the subject of this research was an English teacher. For the research results, the researcher concluded that in teaching public speaking, the English teacher used several strategies as follows: Pedagogical Principles (Experience-Based an Incremental Approach), Communication Apprehension Management, Practical, and Scoring. In the pedagogical Principle-strategy, the teacher implemented lecturing brainstorming activities to help students understanding the materials in detail and comprehensively. The second strategy that used was Communication Apprehension Management, in this kind of activity, the public speaking teacher implemented a variety of communication interactions by making a sharing session. Third, for the practical strategy, the public speaking teacher was giving the two kinds of assessments such as speaking groups of presentation and role-play dialogue conversation. The last in the strategy of scoring, the teacher evaluated and assessed regarding the students’ attendance and the presentations.

Learning Innovation Training Using Quizizz Based Google Meet for Elementary School Teachers: Pelatihan Inovasi Pembelajaran Menggunakan Google Meet Berbasis Quizizz Bagi Guru Sekolah Dasar Wulandari, Fitria; Megawati, Fika; Tirtoni, Feri; Abrianto, Bagas; Rahayu, Fajarista Faiq
Procedia of Social Sciences and Humanities Vol. 3 (2022): Proceedings of the 1st SENARA 2022
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v3i.215

This Community Service activity aims to (1) provide knowledge and understanding of elementary school teachers about the Quizizzapplication (2) provide training to elementary school teachers in making assessments using the Quizizzapplication and implementing learning using google meetings, (3) providing training on the Quizizzapplication for students to elementary school teachers. In training the delivery of material and practice using an andragogy approach. Participants consisted of teachers at SD Muhammadiyah 5 Porong totaling 14 people. The delivery of material and practice in this training is carried out through workshop activities. The workshop was held in two meetings, the first was the delivery of the Quizizzapplication in general. The second is the practice of creating an account for teachers, setting language, creating quizzes and materials, how to do quizzes, how to give homework and Quizizz's interaction with google meetings. And how to create accounts for students, how students join classes, and how students take quizzes. With this training, the understanding and knowledge of teachers has increased as evidenced by the evaluation results. Teachers have been able to create quizzes and implement them in learning by using google meetings, and teachers understand how to apply Quizizzfor students.

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher Megawati, Fika; Shah , Shanina Sharatol Ahmad; Anugerahwati , Mirjam; Ubaidillah , M. Faruq; Mustofa , Mutmainnah; Agustina, Sheila
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1156-1176

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.

Penguatan Kemampuan Literasi Bahasa Inggris Melalui Media Pembelajaran untuk Meningkatkan Motivasi Belajar bagi Siswa Sekolah Dasar salsabila, Saffana; Megawati, Fika
Jurnal Ilmiah Kampus Mengajar Vol. 4, No. 1, April 2024
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Perguruan Tinggi Muhammadiyah Aisyiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56972/jikm.v4i1.145

Bahasa Inggris merupakan bahasa universal yang sangat dibutuhkan sekarang ini. Selain dalam ranah pendidikan, bahasa Inggris sering digunakan di tempat kerja dan sebagai alat komunikasi satu sama lain. Untuk meningkatkan kemahiran Bahasa Inggris mereka, siswa memerlukan keterampilan membaca dan menulis di atas segalanya. Pada dasarnya kemampuan literasi ini sudah harus dimiliki siswa sejak awal memulai pendidikan. Selain literasi, pemberian media pembelajaran yang sesuai juga dapat menunjang keberhasilan siswa dalam kegiatan belajar dan mengajar Bahasa Inggris dikelas. Metode yang digunakan adalah metode kualitatif dengan melakukan observasi kelas dan interview siswa sebagai partisipan. Dari hasil observasi dan interview, ditemukan bahwa media pembelajaran, motivasi belajar serta rendahnya kemampuan membaca siswa merupakan alasan utama terhambatnya pembelajaran Bahasa Inggris mereka di kelas. Dengan demikian, dapat disimpulkan bahwa pemberian metode serta media yang sesuai dengan apa yang dibutuhkan siswa akan meningkatkan proses pembelajaran bahasa Inggris pada siswa sekolah dasar. Implikasi dari temuan artikel ini diharapkan dapat menjadikan pembelajaran bahasa Inggris menyenangkan bagi siswa, serta membantu mereka meningkatkan keterampilan membaca dengan memanfaatkan buku bacaan bergambar sebagai media pembelajaran.

The Implementation of English Conversation Program in Elementary School at Rural Area Nikmatillah, Murni; Megawati, Fika; Astutik, Yuli
EDUCAFL: Journal on Education of English as Foreign Language Vol. 6 No. 2 (2023): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2023.006.02.04

This article discusses how to participate in Teaching campus programs and implementing English conversation programs in rural areas. Because English is one of the subjects considered difficult by elementary school students, especially in rural areas, teachers need to be active and communicative in giving instruction. This research was conducted in an elementary school at rural areas, This study used the self-study method, in which data are taken from observations and interviews with and English teacher in the school to find out the difficulties or challenges in teaching and learning in rural areas at Tulungagung East Java, Therefore, the self-study researcher is not the self who does the research, but rather the self being studied, not that the self is the only focus. This progression in self-study characterizes teaching as well. So after that, the author compiled this conversation program. The method used in the implementation of this conversation program was the appropriate TPR (Total Physical Response) method to support challenges or difficulties in teaching and learning. This program was carried out once every 2 weeks and was only attended by class 5. And to find out the improvement of students after joining this program, the researcher give assessment. When this activity was carried out the students were very enthusiastic and understood the lessons that I given, many improvements were obtained by them such as word pronunciation, word spelling, vocabulary knowledge, and word composition. This study strongly recommended that TPR is needed to learn English in rural area.

Run to the board game: Its implementation in teaching English vocabulary Sharifah, Ferly; Megawati, Fika; Novita, Dian; Astutik, Yuli
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 2 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i2.22204

In the era of globalization, mastering English is crucial for international communication. However, the success of English education in Indonesia is often hindered by limited language skills, particularly in vocabulary, which significantly affects students' comprehension. This challenge underscores the importance of fostering students' motivation to learn, as motivation serves as a key driver for academic success. This study employed a qualitative case study approach to investigate the implementation of the "Run to the Board" game as a method to teach English language skills at a junior high school. Participants were Kampus Mengajar batch 4 student teachers. Data collected through observations, interviews, and documentation were analyzed qualitatively. The findings of this study enrich the theoretical understanding of the "Run to the Board" (RTTB) method and offer practical insights for English language educators. This research provides alternative implementations of RTTB to suit diverse classroom contexts and explores the reflections of pre-service English teachers in applying this game. These reflections highlight the challenges and strategies involved in effectively utilizing RTTB, offering a valuable perspective for improving student engagement and vocabulary acquisition through innovative teaching methods. The results are expected to inspire teachers to be more creative in boosting students' self-confidence and addressing vocabulary challenges that impede their English proficiency.

Co-Authors A. Effendi Kadarisman, A. Effendi Abrianto, Bagas Adyansah Noer Pramoedya Agustina, Sheila Ajeng, Hera Galuh Akbar, Ayu Alif Nur Maharani Alda Indah Permana Alwiyasa, Rahmatul Khalik Amanda, Maudiya Dwi Aru, Aday Ayu Alif Nur Maharani Akbar Aziz, Mochammad Lutfy Bindiya, Aisyah Cahyani, Chandrika Rahmania Chandrika Rahmania Cahyani Choirun Nisak Aulina Darmadji , Maghfhira Dinda Malindra Dian Novita Dian Novita Dina Mauliddia El Khoiri, Niamika Ermawati Zulikhatin Nuroh Fadillah, Erennia Tasya Fadlilah, Nurul Lailatul Qodriatil Fakhruddin, M. Zuhri Feri Tirtoni Fita Fitriati Fitria Nur Hasanah Fitria Wulandari Gunadi Harry Sulistyo Gunadi Harry Sulistyo Hadian, Nila Sekardhani Halisah, Siti Nur Indrasari, Anissa Jazila, Iklimatul Nur Julfah, Julfah Kurniadiansyah, Meysha Dwi M. Zuhri Fakhruddin Mafiroh, Riza Maghfiroh, Eka Masliha Alfiatul Aqliyah Mauliya Avivi Meiramova, Saltanat Miftahul Jannah Mirjam Anugerahwati Mochammad Ogan Dony Mayuky Monica Indriya Lestari Mufidah Nur Aliyyah Yusuf Muhlasin Amrullah Muntiari, Nur Sholikha Murni Nikmatillah Mustofa , Mutmainnah Mutiara Noor Imani Nafidah, Hikmah Nasir, Muhammad Haydar Nayoan, Adinda Roro Nikmatillah, Murni Ningsih, Putri Dinia Nofitasari, Filda Dyah Noly Shofiyah Nur Mukminatien Nur Sholikha Muntiari Nur Sholikha Muntiari Nuralisaputri, Vina Virgianata Phumphanit, Yupha Pramesti, Melinda Widyadana Dwi Purwanto, Syilviana Eka Putri Syalwa, Nadliyah Putri, Faradila Putri, May Lucyana Kartono Rahayu, Fajarista Faiq Rahmahwati, Tia Rahmania Sri Untari Rindiani, Rindiani Rishma Anggraini Riza Mafiroh Saffana Salsabila Salsabila, Nada salsabila, Saffana Setyowati, Nafi'ah Aghni Shah , Shanina Sharatol Ahmad Shanina Sharatol Ahmad Shah Sharifah, Ferly Sinta, Nanda Aprila Sri Rachmajanti Sulikatin, Siti Sumarni Sumarni suseno, edy suseno, edy Syahfrina Rahmawati Tamara , Pasya Rahma Ubaidillah, M. Faruq Untari, Kharisma Wineka Vallyria Mamta Aulia Vidya Mandarani Vina Virgianata Nuralisaputri Vina Virgianata Nuralisaputri Yonlada Tappha Yuli Astutik Yuli Astutik Yuli Astutik Yupha Phumphanit Yusuf, Mufidah Nur Aliyyah Zaki Dzulfikar, Ahmad Zulikhatin Nuroh, Ermawati

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