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All Journal English Review: Journal of English Education Journal of Foreign Language Teaching and Learning Indonesian EFL Journal LETS: Journal of Linguistics and English Teaching Studies Prosiding Seminar Nasional Program Pengabdian Masyarakat EPIGRAM (e-journal)
Fitria Rahmawati
English Language Education Department, Faculty Of Language Education, Universitas Muhammadiyah Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences

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Journal : Indonesian EFL Journal

 1 
INVESTIGATING EFL TEACHERS’ APPROACHES TO MEANINGFUL LEARNING IN BLENDED-LEARNING LISTENING AND SPEAKING COURSES Rahmawati, Fitria
Indonesian EFL Journal Vol. 8 No. 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5602

Abstract

This study explored the approaches applied by EFL teachers to create meaningful learning activities to teach listening and speaking skills in a blended learning context and investigated some contributing factors in implementing the activities. Six EFL teachers with a diverse length of teaching experiences were purposively selected as the participants of this study. A case study was adopted as the research design involving several data-gathering techniques, including in-depth interview, document analysis, and observation. The study revealed some approaches implemented by the EFL teacher-participants to facilitate meaningful learning activities to teach listening and speaking skills in a blended learning context, both in the offline and online delivery modes. In addition, drawing inferences from the data, some factors became considerations by the teachers in selecting instructional approaches to be implemented to teach both English skills in a blended learning context. The study’s findings suggest the need for EFL teachers to carefully select and implement meaningful learning activities in a blended learning context specifically for teaching listening and speaking skills to assist student learning and provide better learning outcomes.Keywords: blended learning; in-class learning; out-class learning; listening and speaking skills; instructional activities; contributing factors
SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF USING SOCIAL MEDIA IN LEARNING ENGLISH IN POST COVID-19 PANDEMIC Rahmawati, Fitria; Belinda, Fathya
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.v10i1.9288

Abstract

Despite the pandemic, many schools persist in giving priority to the exploitation of technology, especially social media. Social media provides numerous advantages for students, functioning as channels for communication, instruments for participation, and platforms for collaboration. This study investigates the use of social media in English learning by public senior high school students in Cirebon in the post covid-19 pandemic. The objective of this study is to discover the perspectives of senior high school students regarding the social media platforms they utilize for English language learning. Additionally, it seeks to determine the activities undertaken by students on social media for English language learning in the post Covid-19 pandemic. This study employed a descriptive qualitative methodology. The participants consisted of six students from a public senior high school in Cirebon. The researcher used interviews as the data collection. The results of the study revealed TikTok, YouTube, Instagram, Twitter or X, and WhatsApp as social media platforms that are utilized by senior high school students for English language learning. Furthermore, the English learning activities undertaken by senior high school students using social media include watching videos on social media, taking notes, commenting on social media’s live broadcasts, practicing English skills, interacting with others, and sharing learning media and materials. By integrating social media into English language instruction, this study offers educators valuable insights for developing engaging learning activities.Keywords: Post-pandemic; EFL learning; Social media; Social media platform; Learning activities 
TEACHER AWARENESS, IDENTIFICATION OF LEARNING DIFFICULTIES, AND EFFECTIVE TEACHING STRATEGIES FOR ENGLISH GRAMMAR MASTERY Maryam Sorohiti; Harun Noor Rochman Nugraha; Fitria Rahmawati
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.v10i1.9330

Abstract

English grammar learning poses a significant challenge for teachers, particularly in countries characterized by linguistic and cultural diversity, such as Indonesia. Although English language learning, which inherently encompasses grammar, is compulsory in Indonesian junior high schools, students face difficulties due to the absence of engaging learning strategies. This descriptive qualitative research delved into the perspective and experiences of three Grade 10 teachers from two private high schools in Yogyakarta. The focus was on their awareness of students' difficulties in learning grammar, their perception of the challenges encountered by students in mastering grammar, and their effective teaching strategies aimed at assisting students in overcoming these challenges. The research was conducted through one-on-one, in-depth interviews with the participating teachers. This study revealed that teachers possess the awareness to identify their students' difficulties in learning grammar. In addition, the challenges faced by students primarily stem from their limited exposure to English and lack of motivation. To address these challenges, teachers employ effective strategies such as guided spoken sentence construction and the use of games. These strategies not only provide a structured approach to grammar learning but also make the process engaging and enjoyable for students. By acknowledging the unique needs of their students and utilizing effective teaching methods, teachers play a crucial role in facilitating the mastery of grammar skills.Keywords: EFL Teachers, Grammar, Awareness, Obstacles, Teaching Methods 
AN ANALYSIS ON ESP STUDENTS’ ONLINE LEARNING NEEDS: BASIS FOR DEVELOPING A TAILORED ONLINE LEARNING PLATFORM Fitria Rahmawati; Dewanti Ratna Pertiwi; Sittie Noffaisah B. Pasandalan
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11771

Abstract

This study aims to analyze the needs of Adisutjipto-Aerospace Institute of Technology (ITDA) Yogyakarta students on online learning as the basis for the creation of an online learning platform. The research focused on and investigated 1) how students perceive the implementation of synchronous and asynchronous online learning in terms of content and structure; and 2) the students' learning needs regarding learning mode and activity, teacher aspect, and technical aspect of the online learning implementation. A survey design and a questionnaire were employed for a total of 146 students from one Mechanical Engineering class and three Aerospace Engineering classes who were all enrolled in an English course. The number of samples taken from the entire population was 119, with a confidence level of 5% and randomly selected. It was found that the three most important aspects in online learning are that of teachers with a mean value of 3.266 (very high), followed by learning content and structure (mean value of 3.153) and technical (mean value of 3.127) which are high. The research revealed in an online learning platform, teachers have a crucial role in the learning process of the students and in having a holistic online learning implementation. The results became the basis for further developing the content and structure of ITDA’s online learning platform, ELENA.
Co-Authors -, Heriyanti Andini Putri Cahyani Belinda, Fathya Dewanti Ratna Pertiwi Gabrina, Putri Alfa Sobri Harun Noor Rochman Nugraha Hatmanto, Endro Dwi Lanoke Intan Paradita Maryam Sorohiti Pasandalan, Sittie Noffaisah Putri Alfa Sobri Gabrina Rumasukun, Halima Sittie Noffaisah B. Pasandalan Yuliana Yuliana