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Increasing the Studentsâ Awareness of Stressed Syllable in Pronouncing English Words Kusumawati, Anggara Jatu
Ahmad Dahlan Journal of English Studies Vol 4, No 1 (2017): March
Publisher : Universitas Ahmad Dahlan

This study explores how to increase the studentsâ awareness of stressed syllable in pronouncing English words based on activity-based approach. The approach in this research employs traditional techniques which consist of IPA habituation, drills, and stress marking. The research involved 32 selected sophomore students majoring in English. The research was carried out quantitatively by providing the students with 61 words containing stressed syllable prior and post class treatment in the fom of pre and post test. The findings pinpoint the improvement of studentsâ pronunciation. Given the result of the post-test, it comes to light that all of the students have better pronunciation and better ability for syllable stressing.Â

Increasing the Studentsâ€™ Awareness of Stressed Syllable in Pronouncing English Words Anggara Jatu Kusumawati
Ahmad Dahlan Journal of English Studies Vol 4, No 1 (2017): March
Publisher : Universitas Ahmad Dahlan

This study explores how to increase the studentsâ€™ awareness of stressed syllable in pronouncing English words based on activity-based approach. The approach in this research employs traditional techniques which consist of IPA habituation, drills, and stress marking. The research involved 32 selected sophomore students majoring in English. The research was carried out quantitatively by providing the students with 61 words containing stressed syllable prior and post class treatment in the fom of pre and post test. The findings pinpoint the improvement of studentsâ€™ pronunciation. Given the result of the post-test, it comes to light that all of the students have better pronunciation and better ability for syllable stressing.Â

Implementation of Asynchronous Online Competency-based Learning: English for Informatics Lizda Iswari; Anggara Jatu Kusumawati
IJID (International Journal on Informatics for Development) Vol. 8 No. 2 (2019): IJID December
Publisher : Faculty of Science and Technology, UIN Sunan Kalijaga Yogyakarta

English for Informatics is a compulsory subject that facilitates students' listening, reading, speaking and writing skills in English. Previously, this course was held in a full face-to-face meeting with a large number of students in a class, which brought some weaknesses, such as difficulty in meeting the learning needs of students with varying abilities and levels of speed resulting in the lack of personal interaction between lecturers and students. This paper describes the implementation of a full asynchronous online learning aimed at building a more personal and creative learning environment. The research model used is an ADDIE development model (Analyse, Design, Development, Implementation, and Evaluation). In preliminary analysis, students' self-assessment and students expectations shows that students need to strengthen their English communication skills both verbally and in writing. Based on the need of students in the study program and the needs after graduation, this course is designed to achieve four competencies, namely English for daily communication, English in the IT field, English for academic purposes, and English for the workplace. Each competency will have an outcome that requires students to study more personally and have a thorough learning experience. Course content is designed to support the competencies needed by fourth-year Informatics students, i.e. research study, student exchange, student internships, and student entrepreneur or community services. The asynchronous online course has been implemented by using the Google Classrooms as the main learning platform and a number of supporting applications, such as Padlet to organize students’ exhibition virtually, Quizlet as virtual flashcards to help students get familiar with important terms, and several interactive tools, such as Google Forms, Quizizz, Mentimeter and Quizlet. The learning evaluation shows that students get improved communication skills in English as well as readiness to choose a concentration in the fourth-year of study.

Implementation of Asynchronous Online Competency-based Learning: English for Informatics Lizda Iswari; Anggara Jatu Kusumawati
IJID (International Journal on Informatics for Development) Vol. 8 No. 2 (2019): IJID December
Publisher : Faculty of Science and Technology, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijid.2019.08208

English for Informatics is a compulsory subject that facilitates students' listening, reading, speaking and writing skills in English. Previously, this course was held in a full face-to-face meeting with a large number of students in a class, which brought some weaknesses, such as difficulty in meeting the learning needs of students with varying abilities and levels of speed resulting in the lack of personal interaction between lecturers and students. This paper describes the implementation of a full asynchronous online learning aimed at building a more personal and creative learning environment. The research model used is an ADDIE development model (Analyse, Design, Development, Implementation, and Evaluation). In preliminary analysis, students' self-assessment and students expectations shows that students need to strengthen their English communication skills both verbally and in writing. Based on the need of students in the study program and the needs after graduation, this course is designed to achieve four competencies, namely English for daily communication, English in the IT field, English for academic purposes, and English for the workplace. Each competency will have an outcome that requires students to study more personally and have a thorough learning experience. Course content is designed to support the competencies needed by fourth-year Informatics students, i.e. research study, student exchange, student internships, and student entrepreneur or community services. The asynchronous online course has been implemented by using the Google Classrooms as the main learning platform and a number of supporting applications, such as Padlet to organize students’ exhibition virtually, Quizlet as virtual flashcards to help students get familiar with important terms, and several interactive tools, such as Google Forms, Quizizz, Mentimeter and Quizlet. The learning evaluation shows that students get improved communication skills in English as well as readiness to choose a concentration in the fourth-year of study.

Literasi Sosial–Digital sebagai Upaya Pencegahan Bullying dan Penyalahgunaan Media Sosial pada Anak dan Remaja Anggara Jatu Kusumawati; Arna Putri Meylani; Aliya Maharani Sembiring; Salsabila Alma Talitha
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.11557

Bullying dan penyalahgunaan media sosial menjadi permasalahan yang saling berkaitan dalam kehidupan anak dan remaja, khususnya di wilayah yang mulai terpapar teknologi digital tanpa pendampingan literasi yang memadai. Kegiatan pengabdian ini bertujuan mengimplementasikan pendekatan literasi sosial–digital sebagai strategi pencegahan bullying dan perilaku bermedia sosial yang tidak bertanggung jawab. Pengabdian dilaksanakan melalui tiga program Kuliah Kerja Nyata (KKN) di Kalurahan Nomporejo, yaitu penyuluhan edukasi anti-bullying, sosialisasi tertib bermedia sosial berbasis Undang-Undang Informasi dan Transaksi Elektronik serta Undang-Undang Perlindungan Data Pribadi, dan kampanye kreatif Stop Bullying. Metode pelaksanaan meliputi observasi lapangan, penyuluhan interaktif, diskusi, simulasi, serta kegiatan kreatif partisipatif. Hasil pengabdian menunjukkan peningkatan pemahaman anak dan remaja mengenai bentuk dan dampak bullying, kesadaran etika bermedia sosial, serta tumbuhnya sikap empati dan tanggung jawab sosial dalam interaksi luring maupun daring. Pendekatan literasi sosial–digital direkomendasikan sebagai model pengabdian yang kontekstual dan berkelanjutan.

Task-based essay writing material: Integrating global Englishes into English language teaching Anggara Jatu Kusumawati; Dwi Yulianto Nugroho
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15692

This study explores how essay writing material integrating task-based approach and Global Englishes (GE) in English Language Teaching (ELT). Native-speaker norms and prescriptive standards are often emphasized in traditional writing pedagogy especially in higher education contexts, neglecting learners’ multilingual repertoires and the role of English as a global lingua franca. Due to this gap, Task-Based Language Teaching (TBLT) framework was used to design materials to scaffold academic writing skills and to justify students’ multilingual repertoires. Employing a qualitative case study, this study shows how TBLT and diverse English varieties can be integrated into essay writing tasks using data from needs analysis, classroom observations, and student feedback. This study involved our lecturers and fifty-three undergraduate students in an essay writing course, who share similar backgrounds and regularly use multiple languages. The findings show that (1) students participated more actively in writing tasks, (2) they demonstrated greater critical awareness of multilingual English use in their reflections and essays, and (3) they expressed increased confidence in using their own linguistic resources. The module also addresses the limitations of monolingual writing conventions in the Indonesian higher education context. Overall, the study shows that TBLT is an effective approach for integrating GE into writing classrooms. Aligning academic pedagogy with the sociolinguistic diversities of GE was the implication for material developers, teachers, and institutions.

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