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Fika Megawati

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Agriculture, Biological Sciences & Forestry Arts Humanities 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 Public Health Social Sciences Other

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STRENGTHENING NARRATIVE WRITING SKILL THROUGH DIGITAL STORYTELLING Nofitasari, Filda Dyah; Nuroh, Ermawati Zulikhatin; Megawati, Fika
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9307

Writing is a common activity that is used by everyone. Such as writing reports, literary works, articles, books, comics, newspapers, and others. Writing is an active and productive language action. Language productive activities are activities to convey ideas, thoughts, or feelings by the narrator, in this case, the author, in writing activities, language structure This study uses pre-experimental quantitative research on a population of 40 students. sampling is a sampling technique in which the researcher selects several members of the population at random based on several criteria. Based on the results of this research, it can be concluded that the influence of simultaneous digital storytelling on narrative writing is 0.00 < 0.05 and the calculated F value is 71.070 > F table 3.01, so we might conclude that digital storytelling is accepted, which means there is a positive influence. simultaneous to narrative writing. This was also indicated by the pre-test and post-test carried out by class 8A MTS Plus Nabawi students. Which was marked by an increase in the average score of students 8A on the test carried out. This test is related to content, organization, and language, where in all these tests there is an increase in scores after the post-test is carried out

External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study Yusuf, Mufidah Nur Aliyyah; Astutik, Yuli; Megawati, Fika
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17101

The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.

Does teaching writing through Canva application assist students’ writing performance? Amanda, Maudiya Dwi; Megawati, Fika; Mandarani, Vidya
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (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.v5i1.21361

This study involves the issues of teaching writing in English skills in junior high school in the context of the digital world, highlighting the need to utilize technology-driven tools. Canva, an effective design tool, is included in the study as a possible alternative for improving students writing skills. The study aims at looking into the impact of utilizing Canva on students' writing skills and their assessment of the application's contribution to writing creativity. The report examines six connected research that illustrates Canva’s beneficial effects on several aspects of learning and teaching. A mixed-method approach is used in the methodology, employing a randomized pre-test-post-test control group design. Thirty-eight eighth-grade SMP Negeri 2 Sukodono students participated in the study. To examine Canva's effectiveness in developing writing skills, quantitative data obtained through pretest and posttests is analyzed using the Wilcoxon test. Furthermore, data from a questionnaire are used to investigate students’ impressions of Canva’s usefulness, ease of use, and suitability for supporting writing abilities. The results show significant improvements in the experimental group, validating that Canva improves students’ writing skills positively. The results of the questionnaire show that students have a high level of acceptance and good impressions of Canvas's utility, ease of usage, and suitability for improving writing skills. The findings add to the expanding research proving Canva's effectiveness as an English language learning tool. The report encourages additional research to investigate Canva’s long-term impact in various learning contexts and deployment methodologies.

Discovering EFL Learners’ Perspectives in Unscripted Role-Play Salsabila, Nada; Megawati, Fika
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i1.26765

This research emphasized the value of interactive activities, especially unscripted role-play, in improving Indonesian EFL learners' spontaneous English speaking skills in their learning. By exploring learners' experiences in script-free role-playing, the study contributes valuable insights into the importance of active language practice in language learning, emphasizing practical communication skills over theoretical knowledge. The purpose of this study is to give an overview of effective language teaching approaches that enhance the fluency and spontaneous English expression of Indonesian as English Foreign Language (EFL) Learners. Through qualitative methods, including observation notes, reflective surveys, and interviews, the research aimed to provide a comprehensive perspective on how EFL learners perceive spontaneity in unscripted role-play activities. The findings are expected to broaden the understanding of EFL learners' experiences in engaging in script-free role-playing. By addressing the challenges learners face in mastering spontaneous English conversations and the importance of active language practice, the study contributes to the discourse on effective language teaching strategies.

Speaking Problems Faced by Lower Secondary School Efl Learners: Masalah Berbicara yang Dihadapi oleh Peserta Didik Sekolah Menengah Pertama Julfah, Julfah; Megawati, Fika
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.722

Speaking is one of the important English learning skills to master. This study is about the analysis of students' difficulties in speaking English at SMP Muhammadiyah 10 Sidoarjo, which aims to find out the problems of speaking English experienced by students in grades 7A and 7B of SMP Muhammadiyah 10 Sidoarjo.In this study, researchers used qualitative research methods. By using the subject of classes 7A and 7B consisting of 44 students. In collecting data, researchers used questionnaires, interviews, and observations. Researchers used three main phases of data analysis: data reduction, data presentation, and drawing conclusions. From the data analysis, the researcher found the difficulties and factors experienced by students in learning to speak English at SMP Muhammadiyah 10 Sidoarjo, as follows: lack of vocabulary, lack of pronunciation, fear of making mistakes, and shame. Of these problems, the most dominant problems are vocabulary and pronunciation. Most of them stated that they were afraid to speak because of their lack of vocabulary and pronunciation. They feel afraid if they make mistakes in pronouncing words in English.

Diorama as an Interactive Tool for Learning House Vocabulary: Diorama sebagai Media Interaktif untuk Pembelajaran Kosakata Rumah Nayoan, Adinda Roro; Mandarani, Vidya; Megawati, Fika; Agustina, Sheila
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.849

General Background: Effective learning media are crucial for enhancing language acquisition among elementary school students. Specific Background: Traditional teaching methods may not adequately engage students, highlighting the need for innovative approaches that foster interactive learning environments. Knowledge Gap: There is a lack of research on the application of three-dimensional teaching tools, such as dioramas, in vocabulary acquisition for English language learners. Aims: This study aims to develop a diorama as an interactive medium to teach house-related vocabulary in English to elementary school students. Results: The diorama features a visually appealing three-dimensional design and incorporates vocabulary targets identified by numbered sections. It employs velcro or fabric adhesive to facilitate the removal and placement of vocabulary terms, allowing students to match words with corresponding parts of the diorama. Novelty: This approach combines tactile and visual learning strategies, enhancing students' engagement and motivation in learning English vocabulary. Implications: The implementation of the diorama as a learning tool can significantly improve students' understanding of vocabulary, making it easier for them to connect words with their meanings through interactive activities in reading and speaking exercises. This innovative resource offers educators a novel method to enhance language learning in a classroom setting. Highlights: Interactive Learning: The diorama fosters engagement by allowing hands-on interaction with vocabulary. Visual Aid: Its three-dimensional design helps students better understand and remember target vocabulary. Motivation Boost: The innovative format encourages students to participate actively in English learning. Keywords: diorama, vocabulary, interactive learning, English education, elementary students

Powtoon Video with Reading Aloud for Better Pronunciation in Primary Students: Video Powtoon dengan Pembacaan Lisan untuk Meningkatkan Pelafalan pada Siswa Sekolah Dasar Ajeng, Hera Galuh; Megawati, Fika
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.903

Abstract : General background: Pronunciation is a fundamental component in English language learning, especially for primary school students, as it affects communication clarity and confidence. Specific background: In many Indonesian primary schools, pronunciation teaching is often limited to conventional methods without engaging multimedia tools, leading to low motivation and varied achievement. Knowledge gap: Limited research has applied reading aloud activities with Powtoon video to support pronunciation improvement in primary-level learners. Aims: This study investigates the use of Powtoon video integrated with reading aloud to improve the pronunciation of 24 sixth-grade students at a primary school in Pasuruan. Results: Using a quantitative pre-experimental design with pre-test and post-test, findings show a significant increase in post-test scores (M=79.27) compared to pre-test scores (M=59.79), with a paired t-test value of -24.472, p < 0.05, indicating a statistically significant difference. Novelty: This research applies Powtoon not for reading comprehension but specifically for pronunciation through reading aloud, targeting young learners. Implications: The results suggest that integrating Powtoon into pronunciation lessons can increase student engagement, provide multisensory learning experiences, and improve pronunciation consistency. Highlights : Integrates Powtoon video with reading aloud for pronunciation learning Significant improvement in post-test pronunciation scores Offers an engaging multimedia-based approach for young learners Keywords : Powtoon, Primary School, Pronunciation, Reading Aloud, Multimedia Learning

Quantitative Insights on Enhancing Narrative Writing with Powtoon: Wawasan Kuantitatif tentang Meningkatkan Penulisan Narasi dengan Powtoon Pramesti, Melinda Widyadana Dwi; Megawati, Fika
Indonesian Journal of Innovation Studies Vol. 25 No. 2 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v25i2.1087

This quantitative study investigates the impact of integrating Powtoon media into English language education to improve ninth-grade students' narrative text writing skills. The research, conducted in a single class at MTs Muhammadiyah 1 Taman, involved 26 students selected through purposive sampling. Pre-tests and post-tests were administered before and after using Powtoon, with findings indicating a significant enhancement in students' grammar, vocabulary, and narrative coherence. The study highlights Powtoon's potential as an engaging educational tool to address learning challenges and improve language learning outcomes, recommending further content development for future research and teaching practices. Highlight: Powtoon improves narrative writing. Quantitative study shows effectiveness. Emphasizes need for content expansion. Keyword: Powtoon media, narrative text writing, language education, ninth-grade students, quantitative study

Lingua Leap Board Game for Grammar Mastery: Permainan Papan Lingua Leap untuk Penguasaan Tata Bahasa Kurniadiansyah, Meysha Dwi; Megawati, Fika
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.988

Background: Grammar mastery remains challenging for EFL learners, especially in secondary education where engagement is often low. Specific Background: Traditional instructional methods rarely integrate strategic decision-making and enjoyable learning experiences. Gap: Few studies provide non-digital board games specifically designed to reinforce the five basic English tenses through gamification. Aim: This study aims to present Lingua Leap, an instructional board game that supports grammar learning through structured challenges and game-based elements. Results: The game incorporates multiple difficulty levels, reward–penalty systems, and decision-based challenges that require learners to think critically while practicing Simple Present, Present Continuous, Simple Past, Past Continuous, and Simple Future tenses. Novelty: Lingua Leap offers a culturally aligned and curriculum-based non-digital game integrating strategy and linguistic practice. Implications: This product can serve as an engaging supplementary medium in EFL classrooms, supporting motivation, retention, collaboration, and meaningful grammar learning. Highlights• Board game for grammar learning• Multilevel challenge-based design• Strategy-oriented gamification Keywords: Board Game, Grammar Learning, Gamification, Tense Mastery, EFL Learners

AI use in teaching module and assignment development: Reported practices from Indonesian EFL pre-service teachers Megawati, Fika; Agustina, Sheila; Amrullah, Muhlasin; Meiramova, Saltanat; Wulandari, Fitria; Rahmahwati, Tia
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): 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.v7i1.24622

The rapid development of artificial intelligence (AI) in education has not been matched by sufficient research on how pre-service English as a foreign language (EFL) teachers perceive the use of AI for developing instructional modules. This study explores these perceptions among pre-service EFL teachers from three universities in Indonesia who already have experience using AI. Most participants were female, in the final stage of their studies, and enrolled in a micro-teaching course. A survey was administered using an online questionnaire to investigate the practices and experiences of AI among pre-service teachers and analyzed using descriptive quantitative methods. The findings show that the pre-service teachers were enthusiastic yet cautious in using AI. Many used AI regularly, while others used it occasionally. They perceived clear benefits of AI, particularly in generating ideas, improving efficiency, and enhancing the quality of learning materials. AI was most commonly used to design lesson topics, develop content, and create test items. However, several challenges were identified, including plagiarism risks, inconsistent AI-generated outputs, and concerns about overreliance on AI. ChatGPT was the most frequently used tool, and participants expressed interest in more adaptive features that tailor content to students’ needs. The study recommends that AI use in teacher education be guided by instructors, with limited use in student assignments to maintain ethical standards and critical thinking skills. These findings provide valuable insights into AI literacy and pedagogical AI applications, contributing to the development of AI-adaptive teacher education curricula.

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 Florentine Ananda RatnaNegara 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 Ummu Habibah Noersyaviqoh 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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