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How Psycholinguistics and Social Factors Influence SLA on Elementary and Secondary Students in Indonesia Dewi, Ratna Sari; Zulfa, Siti; Mulyati, Yatni Fatwa; Azmi, Dhila Nurul; Andini, Tresna Nur; Habibah, Rifdatul; Rhamadina, Wiwi
Jurnal Basicedu Vol. 6 No. 6 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i6.3625

Psycholinguistic factors are part of internal factors which connect to the intellectual process. Social factors are part of external factors which connect to social interactions. This study aims to reveal the psychological and social factors in second language acquisition of elementary and secondary students in Indonesia. The research employs a qualitative methodology focused on library research. The data used documentation techniques to gather and analyse the data through the descriptive approach. Documentation data reveal that there are five psycholinguistic factors such as (1) attitude, (2) aptitude, (3) motivation, (4) personality qualities, and (5) biological processes. Also, this research found eight social factors such as (1) gender, (2) age, (3) social class, (4) motivation, (5) attitude, (6) cultural process, (7) students' characters and situation, and (8) economic status. No particular factor can be stated as dominant among psycholinguistic and social factors. Therefore, this research reveals the same element that occurred in psycholinguistic and social factors: motivation and attitude. This study suggests that teachers should pay extra attention to students' motivation and attitude since it relates to psychological and social factors, which could support their second language acquisition.

Exploring Students’ Challenges in Reading English Short Stories: Insight and Solutions Nurrahmah, Fitriyani; Mazriya, Nandini Putri; Khaerani, Putri; Adilla, Rifa; Maulidya, Reza Anis; Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa
Jurnal Basicedu Vol. 7 No. 6 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i6.6835

The declining enthusiasm for reading among university students poses diverse challenges in educational research. This study aims to investigate the barriers faced by literature education students when reading English short stories from https://read.gov/aesop/ and their strategies to overcome these challenges. Using a qualitative approach with a descriptive design, this study presents insights gathered from 43 students at one state university in Indonesia. Furthermore, a questionnaire was administered to explore the challenges faced during the learning process and measure whether those barriers impacted their reading interest. The findings indicate several barriers, such as deciphering figurative language, understanding unfamiliar vocabulary, and grappling with complex grammatical structures. In addition, students' motivation to overcome challenges in understanding English short stories was affected by their inadequate knowledge of English vocabulary, which hindered their ability to construct coherent meanings. The findings also show some solutions to overcome the difficulties in reading English short stories, such as asking friends or lecturers for word meanings and using translation tools to find out the meaning of unknown words. Based on the results of the study, it can be concluded that the difficulties arising from reading English short stories can be resolved with various solutions that have been found.

The cultural representation in EFL textbook of merdeka curriculum Khoeriah, Anisa; Hidayat, Didin Nuruddin; Alek, Alek; Mulyati, Yatni Fatwa
Jurnal Info Sains : Informatika dan Sains Vol. 14 No. 01 (2024): Informatika dan Sains , Edition March 2024
Publisher : SEAN Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

The study aims to investigate the cultural representation of the EFL Textbook mandated by the Indonesian government in the Merdeka Curriculum for 10th-grade students. The frameworks used for the analysis are Moran's (2001) theory of five dimensions of culture (products, practices, perspectives, communities, and persons) and Chao's (2011) theory of cultural categories (target culture, source culture, international culture, intercultural communication, and universality across culture). Qualitative content analysis is used as the research method. The study's primary data is an English textbook titled Bahasa Inggris: Work in Progress, published by the Indonesian Ministry of Education and Culture (2022) as delivered in implementing the Merdeka Curriculum. The results show that the represented cultural dimensions in the textbook are products (34%), practices (31%), persons (15%), perspectives (13%), and communities (7%). Whereas, for the cultural categories, the result shows that the textbook represents the international culture (32%), source culture (29%), universality across cultures (20%), target culture (16%), and intercultural interaction (3%). Therefore, all cultural dimensions and cultural categories are represented in the textbook with different frequencies. However, the textbook needs improvement regarding the consistency of the cultural dimensions and categories.

How Psycholinguistics and Social Factors Influence SLA on Elementary and Secondary Students in Indonesia Dewi, Ratna Sari; Zulfa, Siti; Mulyati, Yatni Fatwa; Azmi, Dhila Nurul; Andini, Tresna Nur; Habibah, Rifdatul; Rhamadina, Wiwi
Jurnal Basicedu Vol. 6 No. 6 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i6.3625

Psycholinguistic factors are part of internal factors which connect to the intellectual process. Social factors are part of external factors which connect to social interactions. This study aims to reveal the psychological and social factors in second language acquisition of elementary and secondary students in Indonesia. The research employs a qualitative methodology focused on library research. The data used documentation techniques to gather and analyse the data through the descriptive approach. Documentation data reveal that there are five psycholinguistic factors such as (1) attitude, (2) aptitude, (3) motivation, (4) personality qualities, and (5) biological processes. Also, this research found eight social factors such as (1) gender, (2) age, (3) social class, (4) motivation, (5) attitude, (6) cultural process, (7) students' characters and situation, and (8) economic status. No particular factor can be stated as dominant among psycholinguistic and social factors. Therefore, this research reveals the same element that occurred in psycholinguistic and social factors: motivation and attitude. This study suggests that teachers should pay extra attention to students' motivation and attitude since it relates to psychological and social factors, which could support their second language acquisition.

Exploring Students’ Challenges in Reading English Short Stories: Insight and Solutions Nurrahmah, Fitriyani; Mazriya, Nandini Putri; Khaerani, Putri; Adilla, Rifa; Maulidya, Reza Anis; Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa
Jurnal Basicedu Vol. 7 No. 6 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i6.6835

The declining enthusiasm for reading among university students poses diverse challenges in educational research. This study aims to investigate the barriers faced by literature education students when reading English short stories from https://read.gov/aesop/ and their strategies to overcome these challenges. Using a qualitative approach with a descriptive design, this study presents insights gathered from 43 students at one state university in Indonesia. Furthermore, a questionnaire was administered to explore the challenges faced during the learning process and measure whether those barriers impacted their reading interest. The findings indicate several barriers, such as deciphering figurative language, understanding unfamiliar vocabulary, and grappling with complex grammatical structures. In addition, students' motivation to overcome challenges in understanding English short stories was affected by their inadequate knowledge of English vocabulary, which hindered their ability to construct coherent meanings. The findings also show some solutions to overcome the difficulties in reading English short stories, such as asking friends or lecturers for word meanings and using translation tools to find out the meaning of unknown words. Based on the results of the study, it can be concluded that the difficulties arising from reading English short stories can be resolved with various solutions that have been found.

Embedding Automated Writing Evaluation in Providing Formative Feedback Defianty, Maya; Zulfa, Siti; Mulyati, Yatni Fatwa
NOBEL: Journal of Literature and Language Teaching Vol. 15 No. 2 (2024): OCTOBER (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2024.15.2.155-170

The pivotal role of feedback in improving students’ writing competence has been undeniable, yet there has not been any agreement about how feedback can improve learning. The advancement of technology has opened opportunities to give feedback facilitated by technology, commonly referred to as Automated Writing Evaluation (AWE). AWE-based applications help produce effective feedback mostly because they are friendly. Several studies have documented that several AWE-based applications can potentially improve students’ writing skills. Nevertheless, effective feedback constitutes more than timely feedback. AWE-based applications cannot attain other factors, such as ongoing and goal-oriented. In other words, an AWE-based application is merely a form of feedback, such as comments and scores. Therefore, improving students’ writing competence cannot rely solely on AWE-based applications. The AWE-based application should be framed in the process of feedback provision that aims to improve learning, known as formative feedback. This paper elaborates on how AWE can be framed in formative feedback. The concept of formative feedback and the writing process will be discussed thoroughly before discussing how AWE tools can be embedded in formative feedback during the writing process.

Implementing Religious Moderation Values at Islamic Schools in Indonesia Zulfa, Siti; Defianty, Maya; Mulyati, Yatni Fatwa
Muslim Education Review Vol. 4 No. 1 (2025)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v4i1.449

Religious diversity in Indonesia demands its citizens to be moderate as they encounter religious affairs in society. Educators have made substantial efforts in many contexts, including in Madrasah Aliyah, to enable students to embrace the values of religious moderation not only in academic settings but also on a daily basis. This study aims to identify how a Madrasah Aliyah promotes religious moderation values, including students’ responses towards the notion. This study used a qualitative approach and case study design. The research instruments used questionnaires and semi-structured interviews. This study was situated in the scope where the school implements Islamic concepts in learning, which involved a teacher and 32 students. The data for this study is gathered from questionnaires and interviews. The study found that the values of religious moderation are promoted through learning activities supported by the school’s system. Being fair, tolerant, respecting differences, helping others, being honest, humble, cooperative, peaceful, responsible, and being a role model are religious moderation values promoted by the school. These values are embedded in all stages of learning. Also, this study discovered that teachers and students have implemented religious moderation values during teaching and learning. This study has shed light on how religious moderation values can be implemented in Madrasah Aliyah, and students can integrate those values into academic and actual life conditions.

DISCOVERING ELT LECTURERS' READINESS IN APPLYING ONLINE LEARNING IN THE POST-PANDEMIC ERA Defianty, Maya; Winarti, Destina; Zulfa, Siti; Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa; Kultsum, Ummi
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.35205

ABSTRACT This research aims to identify ELT lecturers' readiness to implement online learning. This research involved 30 ELT lecturers from three different time zones in Indonesia: the western, middle, and eastern parts of Indonesia. The study employed an explanatory mixed method in which the quantitative stage was conducted prior to the qualitative stage. Drawing on data from questionnaires and Focus Group Discussions (FGD), the study found that regardless of the learning mode, lecturers' instruction remains similar except for the assessment process. However, this research also found that geographical location, learning materials, internet connection, and affordability contribute to lecturers' preference in selecting learning modes. This research implies that lecturers are ready to embrace the most of online learning; however, the utmost benefit from online learning can only be attained if the supporting systems are available for both lecturers and students. ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi kesiapan dosen ELT dalam melaksanakan pembelajaran online. Penelitian ini melibatkan 30 dosen ELT dari tiga zona waktu yang berbeda di Indonesia. Berdasarkan data dari kuesioner dan Diskusi Kelompok Fokus (FGD), penelitian ini menemukan bahwa tidak peduli mode pembelajarannya, instruksi dosen tetap sama kecuali dalam proses penilaian. Namun, penelitian ini juga menemukan bahwa lokasi geografis, materi pembelajaran, serta koneksi internet dan ketersediaan anggaran mempengaruhi preferensi dosen dalam memilih mode pembelajaran. Penelitian ini menyiratkan bahwa dosen siap untuk mengadopsi sebagian besar pembelajaran online; namun, manfaat maksimal dari pembelajaran online hanya dapat dicapai jika sistem pendukung tersedia baik untuk dosen maupun mahasiswa. How to Cite: Defianty, M., Winarti, D., Zulfa, S., Hidayat, D.N., Mulyati, Y.F. & kultsum U. (2023). Discovering ELT Lecturers' Readiness in Applying Online Learning in the Post-Pandemic Era. IJEE (Indonesian Journal of English Education), 10(2), 355-373. doi:10.15408/ijee.v10i2.35205.

Investigating Students’ Motivation through Game-Based Learning in Listening Classroom Amanda, Nabila Ayu; Hadi, Meilda Mustafidah; Aulia, Nurhalisa Afti; Putri Hidayat, Regina; Hidayat , Didin Nuruddin; Mulyati, Yatni Fatwa
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.16597

Most students feel that listening is a difficult English skill because the strategies that the teachers use in listening classes are too monotonous, so students feel unmotivated in the learning process. However, there is a lack of researchers who have studied the implementation of running dictation games to increase students' motivation. This research aims to examine the use of games, especially running dictation games, in increasing student motivation in listening classes. This research was conducted at Mts. Darunnaim YAPIA, involving 23 students from 7th grade. The researcher used a qualitative approach to compile this research. The data was collected through the questionnaire for all of the 7th-grade students, and the Interviews with several students after the game was implemented. This study also analyzed the data with descriptive analysis and thematic analysis. The results of this research show that the motivation of Grade 7 YAPIA students still needs to improve due to external factors such as the strategies used, and media that does not support learning. In addition, the use of running dictation games in the learning process can boost students motivation and enhance their participation in the listening classroom

Overcoming Confidence Problems in Speaking English for Social Communication Alviansyah, Luthfan; Hidayat, Didin Nuruddin; Mulyati, Yatni Fatwa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4635

Individuals often lose confidence in learning and using English due to lack of support or even ridicule from the surrounding environment. In previous research, we found that quite a few people did not understand the importance of English in social life and were more focused on solving problems in the environment, not starting from facing these problems themselves. Through this case we want to change the way an individual thinks about being afraid of the things they face during the learning process, and we want to raise self-confidence in people out there who are learning English. The researcher used a qualitative method, using interviews involving 10th and 11th grade students at SMAN 1 Cileungsi (5 participants at each grade with a total of 10 participants). Based on the data analysis, it was found that many of the students who were studying English had problems with their self-confidence.

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