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EMERGENCY ONLINE TEACHING: EARLY CHILDHOOD EDUCATION LECTURERS' PERCEPTION OF BARRIER AND PEDAGOGICAL COMPETENCY Syaiputra Wahyuda Meisa Diningrat; Meyga Agustia Nindya; Salwa Salwa
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32304

In this COVID-19 situation, online learning has been widely implemented in higher education contexts. This issue inspires the researchers to conduct further study on barriers encountered by lecturers in higher education. This study was carried out to explore how the lecturers perceive the barriers in online teaching practices and the level of pedagogical competencies perceived by the lecturers in conducting online learning in this emergency. The study employed a cross-sectional survey research design. Data were collected from 73 early childhood education lecturers from four regions in East Java, Indonesia. The questionnaires were developed to measure lecturers' perceptions of barriers in online teaching practices adopted from the TIPEC framework and measure the lecturers' pedagogical competencies. Multivariate analysis of variances was used to analyze the data. The results showed that limited bandwidth, connectivity, and security were the first significant barriers perceived by early childhood lecturers. Meanwhile, the second barriers are related to student lack of engagement and lack of feedback. Then, third barriers are computer viruses, the quality of course content, and reliability of the online assessment instrument. ANOVA results showed that there were significant differences between gender and technological factors, gender and instructional design factors, as well as educational qualification and strategy implementation of factors.

Cohesive devices in argumentative essays by Indonesian EFL learners Meyga Agustia Nindya; Utami Widiati
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1949

Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.

Cohesive devices in argumentative essays by Indonesian EFL learners Meyga Agustia Nindya; Utami Widiati
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.1949

Cohesive devices are essential elements that have long been recognized as important features of good writing. However, making use of them appropriately is viewed as problematic for learners. This descriptive qualitative study aimed to investigate Indonesian EFL learners' ability to use cohesive devices in their writings. Twenty EFL learners of a state university in Malang, East Java, Indonesia were required to write and send one piece of argumentative essay consisting of five paragraphs to be analyzed. Twenty essays were analyzed by identifying the number of correct and errors of grammatical cohesion. The errors were then evaluated to know the possible causes that contributed to the learners' errors. The results showed that the total number of grammatical cohesion used by the learners was 2386, while 175 of them performed errors. It was also found that there was a heavy reliance on the use of particular cohesive items. The intralingual transfer mostly caused the errors made by learners. This implied a need for writing teachers to apply strategies for the development of EFL learners' writing ability, such as exposing students to exercises, using collaborative learning, giving feedback, and using the learning management system.

Pre-service Teachers’ Perceived Understandings and Practices of Intercultural Communicative Competence in EFL Teaching Meyga Agustia Nindya; Utami Widiati; Niamika El Khoiri
International Journal of Language Education Vol. 6, No. 3, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i3.22747

English teaching in the 21st century needs to also address learners’ successful engagement with a global milieu in intercultural settings, which remains challenging for many EFL teachers worldwide. It was evidenced by a number of studies showing that EFL teachers are not well-prepared to integrate intercultural teaching in EFL classrooms. It becomes crucial to find out the possible causes of their unpreparedness to integrate intercultural teaching in EFL lessons. This study was carried out to record Indonesian EFL pre-service teachers’ perceived understandings of intercultural communicative competence (ICC) and their practice implementing the ICC elements during their teaching practicum program. It employed a survey using an electronic questionnaire consisting of 31 items. The study involved 106 participants consisting of both the alumni and the undergraduate students of ELT program from six different universities in Indonesia. The results from the questionnaire were then complemented with the results of the interview obtained from selected participants. The findings showed that the participants demonstrated excellent understanding of ICC elements; yet, they did not frequently implement ICC-related teaching activities in EFL teaching. The minimal integration of intercultural teaching was possibly due to some external factors such as restricted time, curriculum, and students’ different proficiency.

Reading engagement of Indonesian secondary EFL teachers as literacy indicators perceived over reading resources and pleasure reading Utami Widiati; Tengku Intan Suzila Tengku Sharif; Lina Hanifiyah; Meyga Agustia Nindya
Indonesian Journal of Applied Linguistics Vol 12, No 3 (2023): Vol. 12, No.3, January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i3.45559

Nurturing students to become engaged readers for literacy development may need teachers who can play roles as models of keen readers. This descriptive quantitative study aims to profile the reading engagement of Indonesian EFL teachers as perceived from reading resources and pleasure reading. This study employed a survey questionnaire, requesting the respondents to reflect on their personal and school reading collection and their habits in reading for pleasure. Through a convenience sampling technique, voluntary responses were received from 183 secondary EFL teachers, mostly from East Java Province. The data were descriptively tabulated to result in frequencies and percentages. Research tool SPSS ver.24 was used to analyze the raw data for means, correlations, and compared means. Overall, this study found that reading engagement among secondary EFL teachers reflects moderately positive directions. The statistical analyses demonstrate that possessing personal reading resources may result in a slightly significant impact in assuring EFL teachers to read for pleasure yet better than having school reading resources. It has also been proven that both types of reading resources are weakly, yet significantly, correlated with reading for pleasure. This means that the more EFL teachers have access to reading resources, the more they will read and indirectly improve themselves. Future research may uncover the implications of having teachers engaged in reading on the design of more responsive reading instruction for the development of literacy culture at schools.

Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment Taufiqulloh; Rosdiana, Ihda; Jamaludin, Sanday; Agustia Nindya, Meyga
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.134

The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.

The Improvement of Product Quality and Increase in Production Quantity through the Implementation of Apec_3 (Ecoprint Steaming Tool) at the Ecoprint Msme 'Citra Collection' in Tegal City Hidayat , Tofik; Budiyanto, Andi; Florina, Ike Desi; Musyassaroh, Inas Sany; Nindya, Meyga Agustia
ASEAN Journal of Empowering Community Vol. 4 No. 2 (2024): ASEAN Journal of Empowering Community
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/ajecom/vol4issue2.74

Citra Collection MSME is a business engaged in the production of ecoprint fabric. This MSME was established in 2017 by Retno Wulansari. It produces clothes, bags, shoes, and wedding or seminar accessories using fabrics and leather that have been ecoprinted. The demand for ecoprint fabric products is very good, and sales volume has increased. However, some consumers are particular about the ecoprint results, particularly the quality issues, such as wrinkles and color fading. The company also faces difficulties in increasing its boiling capacity due to the limited design of its equipment. So far, the company has been using a meatball pot (manci bakso) for the ecoprint boiling process. Seeing these issues, this community service aims to help improve the quality of ecoprint products and enhance the production process. The method used in this community service is the Participatory Action Research (PAR) method. The PAR method involves the business or MSME from the start, with the hope of delivering targeted and effective results. By implementing APEc_3, the company is able to increase production capacity. This tool can process 30 pieces of fabric in one boiling session. The use of a roll made from stainless steel material helps eliminate wrinkles and prevent color fading, which has always been a problem with the 'manci bakso' equipment.

Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment Taufiqulloh; Rosdiana, Ihda; Jamaludin, Sanday; Agustia Nindya, Meyga
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.134

The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.

EFL LEARNERS VIEWS ON AI FEEDBACK TOOLS: ASSESSING GRAMMAR ACCURACY AND LEARNING IMPACT Nindya, Meyga Agustia; Taufiqulloh, Taufiqulloh
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10672

This study explores English as a Foreign Language (EFL) learners' perceptions of grammar accuracy and the impact of AI-driven feedback tools on their self-assessment and improvement. Utilizing a mixed-methods approach, data were collected from 54 EFL students majoring in English Language Teaching at Universitas Pancasakti Tegal through quantitative surveys. The findings indicate that a significant majority of participants perceive AI feedback as accurate (57.4% finding it accurate; 29.6% very accurate), useful (53.7% rating it helpful), and satisfying (66.7% satisfied). Furthermore, learners reported that AI tools effectively identify missed errors and enhance their understanding of grammar rules. Despite the positive perceptions, a portion of participants still values traditional feedback, suggesting a potential benefit in a blended approach that combines AI and human interaction. This research underscores the growing importance of integrating AI-driven tools in language education, highlighting their role in enhancing learner engagement and grammar proficiency. Future studies should investigate the long-term effects of AI feedback on language learning outcomes and explore specific features that maximize its effectiveness.

Exploring Strategies of Teaching Speaking among Indonesian and Malaysian Secondary English Teachers Widiati, Utami; El Khoiri, Niamika; Nindya, Meyga Agustia; Sharif , Tengku Intan Suzila Tengku
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.286-300

The current study aims at exploring strategies of teaching speaking among EFL/ESL teachers in Indonesian and Malaysian secondary schools. The data were obtained from 55 Indonesian teachers and 9 teachers from Malaysia, who were asked to voluntarily fill out an open-ended questionnaire consisting of 11 items. The questions ranged from teaching strategies to challenges in teaching speaking and the use of IT in the classroom setting. The findings of the descriptive analysis showed that teachers in both countries used relatively similar strategies, except for the aspect regarding the proportion of English use in the classroom. In this case, Malaysian teachers used English most of the time in their speaking class, compared to their Indonesia counterparts who admitted using L1 in various proportions and/or situations. It can be safely assumed that the status of English in Indonesia and Malaysia (EFL vs. ESL) is responsible for this difference, with Malaysian teachers and students being more comfortable with the use of English in their daily encounters.

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