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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Inspiring: English Education Journal Journal of English Education and Linguistics
Fatwa Mulyati, Yatni
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Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ PERSPECTIVES OF YOUTUBE USAGE IN DEVELOPING AUTONOMOUS LEARNING IN ELT CONTEXTS Astri Perdani, Mutiara; Rahayu, Nurita; Nurul Inayah, Suci; Azka, Alifa; Fatwa Mulyati, Yatni
Journal of English Education and Linguistics Vol. 5 No. 1 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i1.1858

Abstract

YouTube is a well-known platform that everyone can use in every context, including the educational field. Despite the enormous benefit of YouTube usage in the learning context, only a little has been discussed about how YouTube can be used in developing students' autonomous skills. This current research aims to explore students' perceptions of the role of YouTube videos in developing students' autonomous learning and English language skills. This research was examined using a qualitative design and a type of data collection using a closed-ended questionnaire distributed to students in the form of a Google Form. The research subjects include 11 students of 5th-semester English education majors at State Islamic University Syarif Hidayatullah Jakarta who utilize YouTube to study English outside of class. Findings showed that YouTube is effective in developing autonomous learning skills. Furthermore, a major number of students specifically identified listening and vocabulary skills as areas where YouTube may help their autonomous learning activities.
Analyzing Argumentative Texts Produced by English Education Master's Students at UIN Syarif Hidayatullah Jakarta Nazhifah, Naurah; Hidayat, Didin Nuruddin; Alek, Alek; Fatwa Mulyati, Yatni; Baker, Shirley
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8864

Abstract

This research investigates the grammatical construction and common logical problems in argumentative essays produced by Master of English Education students at UIN Syarif Hidayatullah Jakarta. This study utilized a qualitative research framework and content analysis as the design. The data collection involves a detailed syntactical analysis, facilitated by Shang’s syntax tree generator, with the researcher actively engaged in the evaluation and categorization of grammatical and logical elements. The main arguments are identified, and connections to the overarching thesis are established. Systematic coding is applied to categorize findings, encompassing sentence structure, evidence usage, tone, logical connectives, cohesions, counterarguments, and identification of logical fallacies. Findings reveal notable technical errors in sentence construction, especially in constructing complex sentences. Moreover, difficulties in understanding the appropriate genre in argumentative writing and logical errors in expressing opinions and drawing conclusions are identified. This study discovered that students encounter difficulties in maintaining a coherent and logically sound progression of ideas throughout their essays.
The Impact of Extensive Reading Course in EFL Students Kayla, Aldiva; Sufie Ketaren, Archy; Nuraini, Alfina; Alya Nabilah, Rahmi; Fatwa Mulyati, Yatni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (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.v12i2.5184

Abstract

The study examines the impact of extensive reading on vocabulary acquisition among EFL students. It presents initial findings based on interviews with nine students, all of whom agreed on the positive effects of extensive reading on improving vocabulary. The research reveals that extensive reading courses usually last about six months, with reading durations varying depending on the genre studied. Common challenges include effective time management and access to reading materials. These results highlight the crucial role of extensive reading in strengthening vocabulary and emphasize the need to customize educational methods to meet the learners' specific needs. The researches highlight the essential function of extensive reading in enhancing vocabulary and stresses the importance of customized educational approaches that address the unique needs of learners. The research provides valuable insights into maximizing vocabulary acquisition through the implementation of extensive reading practices.
The Central Role of MGMP in Improving Teachers Digital Literacy Sari Dewi, Ratna; Defianty , Maya; Zulfa, Siti; Anis Maulidia , Reza; Fatwa Mulyati, Yatni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (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.v12i2.5221

Abstract

Digital literacy is central for teachers as the skill can improve teachers’ instruction to be more effective. Nevertheless, studies showed that Indonesian teachers’ digital literacy is still relatively modest. This implies teachers need to be facilitated in enhancing their digital literacy; MGMP as the national professional learning community in Indonesia can potentially accommodate this particular need. This study aims to describe the role of MGMP in improving teachers’ digital literacy. This survey research involved 125 teachers who are active members of MGMP. The findings of this research showed 52% participants agreed that several activities in MGMP have supported them to improve their digital literacy such as collaborative discussions and sharing of best practices among teachers. Specifically, this collaborative environment can foster the exchange of digital tools and techniques that teachers can integrate into their teaching practices. Findings on this study also revealed that commonly MGMP include programs that inform teachers about digital tools, educational software, and online resources. These sessions help teachers to become more comfortable and proficient with digital technologies. This study has shed light on the potential role of MGMP in improving teachers’ digital literacy.
Co-Authors Alek, A Alya Nabilah, Rahmi Aminuyati Anis Maulidia , Reza Astri Perdani, Mutiara Azka, Alifa Baker, Shirley Defianty , Maya Hidayat, Didin Nuruddin Kayla, Aldiva Nazhifah, Naurah Nuraini, Alfina Rahayu, Nurita Sari Dewi, Ratna Siti Zulfa, Siti Sufie Ketaren, Archy