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Online Grammar Learning: How the Learners Perceive its Effectiveness Amanda Oktaviani; Antonina Anggraini Setiamunadi
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.83-93

The pandemic forced all learning to be done online using technologies that can connect students and teachers in different locations. This online teaching and learning also needs to be applied to the teaching and learning of English grammar which is usually much more comfortable to be done offline. This study was conducted to find out university students' perception about the effectiveness of their online grammar learning and their reasons to say that their online grammar learning is effective or ineffective. The data were collected by using a questionnaire to 35 university students of batch 2017, 2018, and 2019. The findings revealed that the most of the students (68.57%) perceived that the online grammar learning is not effective. The reasons are that they could not understand the materials easily when they learnt it online (65.71%), they could not interact with other friends to learn together (54.29%), they could not get grammar corrections from the teachers directly in online learning (37.14%), and they could not follow teachers' grammar explanation easily (37.14%). Besides that, the requirements that they needed to fulfill to use the applications for their online learning also becomes another problem in their grammar learning such as the applications used needed strong internet connections (65.71%), the applications required the students to have a large storage capacity in the device that they used for grammar learning (31.43%), and the applications required the students to have more than 1 gigabyte of internet quota (25.71%).

Pengajaran Keterampilan Berbahasa Inggris untuk Siswa Kelas I SD di SDN Salatiga 06 Setiamunadi, Antonina Anggraini; Listyani, Listyani
Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023)
Publisher : Universitas Kristen Satya Wacana Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/jms.v4i22023p185-195

Along with the start of the Industrial Revolution 4.0 era, English language skills as a communication language used internationally are becoming increasingly important. These skills need to be taught not only at the secondary school and college levels, but also at the basic education level. However, there are still many elementary school children in Indonesia who do not have the opportunity or do not have the motivation to learn English. This is what prompted us to implement PkM at SDN Salatiga 06. With 16 (sixteen) PBI, FBS, UKSW students, we were committed to implementing PkM in the form of teaching communication skills using English for Grade I elementary school students. The sixteen students who taught were required to make a lesson plan first before they carried out their teaching practice, and they also had to prepare all the necessary teaching aids under the guidance and supervision of the lecturers. Activities took place from February to June 2023. We conclude that English language teaching is very necessary at the basic education level in preparing the young generation as early as possible to face the global era.

Pengenalan Extensive Reading Sebagai Upaya Peningkatan Literasi Baca Tulis Bahasa Inggris Kepada Guru-Guru Bahasa Inggris di Waikabubak, Sumba Barat Setiamunadi, Antonina Anggraini; Kisnanto, Yustina Priska; Mali, Yustinus Calvin Gai
Jurnal Pengabdian UntukMu NegeRI Vol. 8 No. 3 (2024): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v8i3.7601

Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk memperkenalkan praktik baik membaca ekstensif kepada para guru bahasa Inggris tingkat Sekolah Menengah Pertama (SMP) sebagai upaya untuk meningkatkan literasi membaca dan menulis Bahasa Inggris para siswa di sekolah tempat mereka mengajar di kabupaten Sumba Barat. Kegiatan PkM ini dilaksanakan dalam bentuk pelatihan secara hibrida (tatap muka dan daring) bagi 40 guru bahasa Inggris SMP di Kabupaten Sumba Barat. Ketiga penulis artikel ini menjadi pembicara dalam tiga sesi pelatihan yang berbeda yaitu: pengimplementasian prinsip-prinsip membaca ekstensif ke dalam praktik-praktik pembelajaran dan pengajaran di kelas berdasarkan pengalaman para dosen dan mahasiswa adalah dua (2) sesi yang dibawakan oleh penulis pertama dan kedua, dan satu (1) sesi tentang penggunaan berbagai teknologi untuk mendukung proses pembuatan luaran hasil membaca ekstensif yang disampaikan oleh penulis ketiga. Setiap sesi diakhiri dengan diskusi dan sesi tanya jawab dengan para peserta. Secara keseluruhan, kegiatan PkM ini mendapat respon positif dari peserta pelatihan berupa rencana tindak lanjut dari mereka untuk mengimplementasikan kegiatan membaca ekstensif di sekolah tempat mereka mengajar. Kata Kunci: Membaca Ekstensif, Literasi, Membaca dan Menulis, Guru

READING STRATEGIES APPLIED BY BENGKAYANG STUDENTS TO OVERCOME THEIR COMPREHENSION PROBLEMS Nelly, Ventaria; Setiamunadi, Antonina Anggraini
IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v8i1.6888

Reading is one of the language skills that learners must acquire. However, many students experience difficulties because they lack English knowledge. There are strategies that students can use to overcome their reading difficulties such as translating, asking questions, and using other references. Research about English reading strategies has been conducted in several regions in Indonesia such as in Aceh Besar and Medan, but in Bengkayang, there has never been any research done on that topic. Thus, this study aimed to find out Bengkayang senior high school students’ strategies to overcome their English reading difficulties. The participants of this study were 90 first-grade senior high school students from four senior high schools in Bengkayang. This study uses a quantitative descriptive method by using a questionnaire as its data collecting instrument. The questionnaire contains three open-ended questions and sixteen closed-ended questions. The findings showed that Bengkayang students faced some problems in reading English texts such as lack of vocabulary and grammatical mastery. The strategies to overcome the difficulties are divided into three categories Support, Problem-solving, and Global strategies. Based on the findings, Problem-Solving strategies are the type of strategies that the students often use while comprehending reading texts.

Pelatihan Peningkatan Kompetensi Mengajar dengan Menggunakan Bahasa Inggris Untuk Dosen-Dosen Program Studi S1 Manajemen, Universitas Kristen Satya Wacana Ragawanti, Debora Tri; Antonina Anggraini Setiamunadi; Angga Widitama Putra; Jesicca Levina Shannon; Elisathusilawani , Elisathusilawani
Jurnal Pengabdian UntukMu NegeRI Vol. 9 No. 1 (2025): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v9i1.8691

The globalization era and the Industrial Revolution 5.0 demand not only technological proficiency but also fluency in English to enhance competitiveness in the workforce. Addressing this, the Management Study Program of the Faculty of Economics and Business, Universitas Kristen Satya Wacana (FEB UKSW), plans to expand English-medium instruction (EMI) classes. However, problems arise, including lecturers' lack of confidence and limited proficiency in teaching course content in English. A needs analysis involving eight lecturers revealed that while most have high TOEFL scores (75% above 500), 75% feel unprepared to teach in English due to limited mastery of classroom discourse strategies. To solve the problems, a training program was designed to enhance teaching competencies and confidence in using English. The program includes 14 sessions covering classroom management, questioning techniques, instructional strategies, and micro-teaching activities. Interactive methods, hands-on practice, and simulations were prioritized based on participants’ preferences. Results showed improved lecturer capabilities in delivering EMI, as well as increased confidence through structured practice and progressive learning. This initiative aligns with the need to equip lecturers with practical skills and confidence to teach content in English effectively, ensuring the program’s relevance and impact.

Google Translate in Academic Writing Class: How EFL Learners Use and Perceive It Ariyanto, Tesya Savera; Setiamunadi, Antonina Anggraini
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1778

The purpose of this study is to investigate the perspectives of tertiary level Academic Writing students towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempted to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are five students who had taken their Academic Writing class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT is helpful for them in reading and writing journal articles, and also helps them to expand their vocabulary. However, they perceive that they rely heavily on GT to help them finishing their writing assignments. Besides that, they perceive GT as not helping them become more proficient with English grammar. HIGHLIGHTS: Students perceived Google Translate to be helpful for them in reading and writing journal articles, and by using Google Translate to help them reading and writing journal articles, their vocabulary knowledge also expands. However, the students also perceived that they had a big dependency on the use of Google Translate in helping them doing the reading and writing tasks in Academic Writing class. Another drawback from using Google Translate in their Academic Writing class is that they perceived it as not helping them become more proficient with English grammar.

Online Grammar Learning: How the Learners Perceive its Effectiveness Oktaviani, Amanda; Setiamunadi, Antonina Anggraini
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.83-93

The pandemic forced all learning to be done online using technologies that can connect students and teachers in different locations. This online teaching and learning also needs to be applied to the teaching and learning of English grammar which is usually much more comfortable to be done offline. This study was conducted to find out university students' perception about the effectiveness of their online grammar learning and their reasons to say that their online grammar learning is effective or ineffective. The data were collected by using a questionnaire to 35 university students of batch 2017, 2018, and 2019. The findings revealed that the most of the students (68.57%) perceived that the online grammar learning is not effective. The reasons are that they could not understand the materials easily when they learnt it online (65.71%), they could not interact with other friends to learn together (54.29%), they could not get grammar corrections from the teachers directly in online learning (37.14%), and they could not follow teachers' grammar explanation easily (37.14%). Besides that, the requirements that they needed to fulfill to use the applications for their online learning also becomes another problem in their grammar learning such as the applications used needed strong internet connections (65.71%), the applications required the students to have a large storage capacity in the device that they used for grammar learning (31.43%), and the applications required the students to have more than 1 gigabyte of internet quota (25.71%).

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