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ENHANCING STUDENTS' COMMUNICATIVE SKILLS THROUGH THE IMPLEMENTATION OF TASK-BASED LEARNING Rahmawati, Fitria
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2116

This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signi?cant difference on students' communicative skill before and after the treatment (t-value > t-table = 5.585 > 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.

E-LEARNING IMPLEMENTATION: ITS OPPORTUNITIES AND DRAWBACKS PERCEIVED BY EFL STUDENTS Rahmawati, Fitria
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.111

Technology provides numerous assistances for education, particularly for language learning. By the presence of technology, students get exposures to Internet which enables them to interact and communicate with native speakers, the experience of which may not be available for in-class activi- ties in general. In other words, students are given chances to be exposed to a more interesting and interactive learning instruction. The implementation of e-learning, thus, becomes one alternative to teaching techniques which empowers students to be more active language users. This study high- lights the integration of e-learning into language teaching and learning. It aims to investigate students? perceptions on what opportunities and drawbacks e-learning brings to their language learning. This study involved a private university which offered some courses implementing e- learning. During the courses, the students were required to participate in e-learning inside and outside the classroom. The activities included commenting on a thread, analysing a specific topic or case, submitting assignments, responding to other students? comment or work, taking polls, doing quizzes, and accomplishing a project. The findings from interviewing the six participants revealed some issues related to how they perceived the opportunities that e-learning provided and also the drawbacks that e-learning created.

EXPLORING THE USE OF EDMODO IN AN EFL CLASSROOM Gabrina, Putri Alfa Sobri; Rahmawati, Fitria
Journal of Foreign Language Teaching and Learning Vol 4, No 2 (2019): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4241

The use of a Learning Management System (LMS) in education, including in English as Foreign Language classrooms, is widely deliberated ever since the appearance of Web 2.0 technology. Its use as a virtual classroom works as an alternative approach of teaching that allows teachers and students to perform various tasks and functions. For students, it eases them to both learn and practice the target language. This paper aims to report insights on how EFL students perceived the use of LMS, especially Edmodo. The researchers gathered data by interviewing four EFL students of a private Islamic university in Yogyakarta. The results clarify their impression towards Edmodo depicted in two main aspects; the features and activities when utilizing Edmodo. The participants reported a positive belief in the integration of Edmodo in language learning. The research also found that students' backpacks, quizzes, assignments, posts, and comments were useful features that assist them. Besides, the participants explained how they integrated Edmodo in the EFL classroom, including undertaking quizzes, submitting the assignment, practicing writing, speaking, reading, and listening. This study suggested that Edmodo is a valuable tool for learning languages.

Enhancing Students' Communicative Skills through the Implementation of Task-Based Learning Fitria Rahmawati
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2116

This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signicant difference on students' communicative skill before and after the treatment (t-value t-table = 5.585 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.

Exploring the Use of Edmodo in an EFL Classroom Putri Alfa Sobri Gabrina; Fitria Rahmawati
Journal of Foreign Language Teaching and Learning Vol 4, No 2 (2019): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4241

The use of a Learning Management System (LMS) in education, including in English as Foreign Language classrooms, is widely deliberated ever since the appearance of Web 2.0 technology. Its use as a virtual classroom works as an alternative approach of teaching that allows teachers and students to perform various tasks and functions. For students, it eases them to both learn and practice the target language. This paper aims to report insights on how EFL students perceived the use of LMS, especially Edmodo. The researchers gathered data by interviewing four EFL students of a private Islamic university in Yogyakarta. The results clarify their impression towards Edmodo depicted in two main aspects; the features and activities when utilizing Edmodo. The participants reported a positive belief in the integration of Edmodo in language learning. The research also found that students' backpacks, quizzes, assignments, posts, and comments were useful features that assist them. Besides, the participants explained how they integrated Edmodo in the EFL classroom, including undertaking quizzes, submitting the assignment, practicing writing, speaking, reading, and listening. This study suggested that Edmodo is a valuable tool for learning languages.

PENINGKATAN LITERASI ANAK MELALUI PROGRAM IBU BACA DI BANGUNJIWO BARAT Lanoke Intan Paradita; Fitria Rahmawati
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2020: 4. Pemberdayaan Kapasitas Perempuan
Publisher : Universitas Muhammadiyah Yogyakarta

Program Ibu Baca merupakan kegiatan pengabdian yang bertujuan untuk mendukung peningkatan literasi anak melalui penguatan literasi ibu. Kegiatan yang dilakukan adalah penguatan kemampuan ibu untuk membacakan nyaring sebagai salah satu strategi untuk menumbuhkan minat baca anak. Sasaran dari program ini adalah ibu-ibu Pengurus Ranting Aisyiyah Bangunjiwo Barat dan guru TK/KB yang dibawah naungan PRA Bangunjiwo Barat. Metode yang digunakan dalam kegiatan ini adalah pelatihan, praktik secara langsung dan juga pendampingan. Hasil dari kegiatan ini adalah pemahaman ibu terhadap membaca nyaring dan kegunaannya, praktik membaca nyaring dalam keluarga, serta manfaat langsung dari membaca nyaring yang didapat orang tua dan anak.

PENGGUNAAN AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN KOSAKATA BAHASA INGGRIS SISWA SEKOLAH DASAR Fitria Rahmawati
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 2. Kreatifitas Pendidikan dan Pembelajaran di Sekolah dan Perguruan Tinggi
Publisher : Universitas Muhammadiyah Yogyakarta

Bahasa Inggris dianggap sebagai pelajaran yang tidak penting, tidak menarik, dan sulit oleh siswa tingkat tingkat Sekolah Dasar (SD). Perlu adanya solusi untuk meningkatkan motivasi dan keterampilan berbahasa Inggris siswa di level tersebut. Salah satu solusi adalah dengan mengimplementasikan teknologi dalam proses pembelajaran, diantaranya adalah Augmented Reality (AR). Program Pengabdian Kemitraan Masyarakat (PKM) ini bertujuan (1) memperkenalkan AR sebagai salah satu media pembelajaran yang dapat meningkatkan minat dan keterampilan bahasa Inggris siswa SD dan (2) meningkatkan kosakata bahasa Inggris siswa SD. Sekolah mitra yang dituju adalah SD Muhammadiyah Karangwaru, Yogyakarta, Indonesia. Jumlah peserta pada PKM ini adalah 35 siswa kelas IV SD. Terdapat tiga tahapan yang dilaksanakan pada PKM ini, yakni tahap persiapan, tahap pelaksanaan, dan tahap evaluasi. Program ini dilaksanakan pada semester genap TA 2020/2021 selama kurun waktu 3 bulan (Maret s.d. Juni 2021). Pretest dan posttest digunakan sebagai instrumen untuk mengukur perbedaan nilai kemampuan kosakata bahasa Inggris siswa sebelum dan sesudah penggunaan AR. Hasil analisis deskriptif statistik menunjukkan nilai rerata pretest kosakata bahasa Inggris siswa/siswi SD kelas IV peserta pelatihan adalah tinggi (mean= 87.00; SD= 11.64; SE= 1.97), sedangkan hasil posttest menunjukkan peningkatan menjadi sangat tinggi (mean= 91.71; SD= 10.77; SE= 1.82). Rentang perbedaan antara nilai rerata pretest dan posttest adalah 4.71. Uji Wilcoxon dilakukan karena sebaran data tidak normal. Berdasarkan output Test Statistics, diketahui asymp. sig (2-tailed) bernilai 0.014, lebih kecil dari < 0.05, maka dapat disimpulkan bahwa “Ha diterima”. Artinya, terdapat perbedaan signifikan antara hasil belajar kosakata bahasa Inggris pada nilai bahasa dan posttest . Sehingga, dapat disimpulkan pula bahwa terdapat pengaruh implementasi Augmented Reality terhadap hasil belajar kosakata bahasa Inggris siswa SD kelas IV. Hasil analisis tersebut mengimplikasikan bahwa Augmented Reality dapat digunakan sebagai salah satu alternatif media pembelajaran untuk pembelajaran kosakata bahasa Inggris.

PEMBERDAYAAN SDM DESA BANGUNJIWO MELALUI PELATIHAN INTENSIF KETERAMPILAN BAHASA INGGRIS SEBAGAI UPAYA INISIASI PENDIRIAN KAMPUNG INGGRIS MUHAMMADIYAH BANGUNJIWO Endro Dwi Hatmanto; Fitria Rahmawati
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 4. Kapasitas Daya Saing Usaha Mikro, Kecil, dan Menengah (UMKM) dan Badan Usaha Milik Desa( BU
Publisher : Universitas Muhammadiyah Yogyakarta

Berkaitan dengan program pengabdian masyarakat untuk memberdayakan masyarakat, aktifitas yang biasa dilakukan berupa pelatihan-pelatihan yang sifatnya parsial. Pengabdian ini berusaha untuk memberdayakan masyarakat dengan program pelatihan yang menjadi bagian dari sebuah program besar pengembangan kampung Inggris di desa Bangunjiwo, Kasihan, Bantul. Program ini diikuti oleh masyarakat Bangunjiwo dan warga Ranting Muhammadiyah Bangunjiwo Barat. Sebagai kelanjutan program pengabdian yang telah dilakukan di tahun pertama, tujuan dari program tahun kedua ini difokuskan untuk meningkatkan kemampuan warga dalam kemampuannya mengajar bahasa Inggris sebagai persiapan inisiasi kampung inggris dan sebagai sarana income generating bagi masyarakat Bangunjiwo dan Ranting Muhammadiyah Bangunjiwo Barat. Peserta pada program tahun kedua ini adalah 15 anggota Muhammadiyah, khususnya pemuda/pemudi AMM dan NA Ranting Bangunjiwo Barat. Capaian program intensif keterampilan bahasa Inggris pada tahun kedua ini meliputi dua tahapan, yakni tahapan kognitif dan tahapan praktik. Tahapan kognitif adalah peningkatan penguasaan keterampilan ke-15 peserta pelatihan dalam berkomunikasi dengan bahasa Inggris untuk tujuan sehari-hari, sedangkan tahapan praktik adalah peningkatan pengetahuan dan keterampilan dasar mengajar terkait metode/teknik pengajaran.

INTEREST AND IMPLEMENTATION: PROBING THE AUDIO-VISUAL MEDIA INTEGRATION OF SENIOR HIGH SCHOOL ENGLISH TEACHERS Rahmawati, Fitria
Epigram Vol 21 No 01 (2024): Volume 21 No. 01 Tahun 2024
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v21i01.6666

Audio-visual media are among the most common media teachers use in English instructional process. Audio-visual media are tools used to deliver information with both audio and visual components. As it possesses both characteristics, this type of media has much potential. The purposes of this study were to (1) identify the level of senior high school (SHS) English teachers’ interest in using audio-visual media to teach the English language and (2) explore the implementation of audio-visual media by SHS English teachers. This study was conducted using a quantitative approach adopting the survey design. The data were collected using a questionnaire. The respondents of this study were English senior high school teachers in one region of Central Java, Indonesia. A total of 65 teachers participated in this study, consisting of 24 (36.9%) male teachers and 41 (63.1%) female teachers. The results of this study showed that the teachers taught using audio-visual media. The result found that the SHS teachers had a “high interest” towards the use of audio-visual media to teach the English language, with a mean score of 3.38 of the total indicators of 4.00 and a standard deviation of .31. In addition, the use of audio-visual media in teaching the English language by SHS teachers is responded “meet expectation” with a mean score of 3.06 of the total indicators 4.00 and standard deviation .28. Through the calculation of EFA (Exploratory Factor Analysis), this study discovered three components regarding the implementation of audio-visual media, namely delivery, teacher role, and development. Thus, this study discovered that SHS English teachers have been able to use audio-visual media appropriately and acceptably.

EXPLORING PRE-SERVICE TEACHERS EXPERIENCES TOWARDS SYNCHRONOUS ONLINE LEARNING AMIDST THE COVID-19 PANDEMIC Rahmawati, Fitria
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6256

As a result of the COVID-19 pandemic, learning systems all around the world have shifted from traditional classrooms to online learning. Synchronous learning was developed to promote online learning interactions via audio, video, text chat, interactive whiteboards, and app-sharing audio, video, and text chat. This study focused on how the English Language Education Department (ELED) pre-service teachers experience participating in synchronous online learning during the covid-19 pandemic. The participants involved in this research were six ELED pre-service teachers. This research was conducted at English Language Education Department at one Islamic Private University in Yogyakarta. As a research design, the researcher used descriptive qualitative. The information was obtained through an interview. The result showed that pre-service teachers participated in synchronous online learning activities such as listening to lectures, doing a group discussion, doing a presentation, and completing evaluations. There were also various tools that made learning easier for pre-service teachers, such as sharing screen, recording, camera, and microphone. Regarding the perceptions of the ELED pre-service teachers, this study revealed some positive impacts and negative impacts of synchronous learning as perceived by the pre-service teachers. The positive impacts were flexibility in learning, a variety of ways of learning, live interaction, and more autonomous learning. Otherwise, the negative impact of synchronous learning was missed learning activity, lack of interaction, undelivered messages, and feeling isolated.

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