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All Journal Jurnal Ilmu Pendidikan IJEE (Indonesian Journal of English Education) Jurnal Arbitrer Celt: A Journal of Culture, English Language Teaching & Literature Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) ELT Echo Journal of English Literacy Education Jurnal SOLMA JMM (Jurnal Masyarakat Mandiri) Jurnal Ketahanan Pangan Voices of English Language Education Society Jurnal Pendidikan dan Kebudayaan Jurnal Manajemen Bisnis dan Kewirausahaan JEELS (Journal of English Education and Linguistics Studies)
Ika Hidayanti
FKIP Universitas ISlam Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Financial Literacy and Locus of Control on Student’s Financial Management Mediated by Lifestyle Hidayanti, Ika; Jihadi, Muhammad; Satiti, Novita Ratna
Jurnal Manajemen Bisnis dan Kewirausahaan Vol. 3 No. 4 (2023): DECEMBER
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jamanika.v3i4.29326

Abstract

This study aims to determine whether financial literacy and locus of control influence student financial management with lifestyle as the mediating effect. The population in this study were 2019-2020 class management students at the University of Muhammadiyah Malang with a total sample of 100 students. The research method uses a questionnaire with data collection techniques using questionnaires, data measurement techniques using a Likert scale and analysis using the SmartPLS 4 program. The results of the data analysis show that financial literacy has a positive and significant effect on student financial management, and locus of control has a significant positive effect on student finance. Lifestyle has a positive and significant influence on financial management. Lifestyle cannot mediate financial literacy in student financial management, but it can mediate locus of control.
EFL Learners’ Anxiety versus Learning Strategy and Literal Listening Score: How Do They Correlate? Hidayanti, Ika; Azami, Mochammad Imron
Celt: A Journal of Culture, English Language Teaching & Literature Vol 23, No 1: June 2023, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v23i1.5419

Abstract

This recent study is aimed at identifying the correlation between the EFL learners’ strategy attainment and the listening score controlled by anxiety in the literal listening class and to know the causes and selected strategies to reduce anxiety. Some instruments were utilized in this study including the questionnaires on anxiety and learning strategies, and their final score. A semi-structured interview was also used to elicit the EFL learners’ experiences in the class. Participated in the study, 40 second-semester students taking the literal listening class were required to fill out the two questionnaires and their target from the final listening score was also counted. This mixed-method research utilized descriptive and correlation statistics addressed to answer the research focuses, and analyze the interview transcripts descriptively. The first finding was that there were three different distributions of scores, with “Good” category learners who experienced high anxiety. Further, strategy deployment correlated moderately and significantly with the EFL learners’ proficiency in listening class. More specific results indicated that they felt anxious when the class activities were on test or quiz time and related to the task types of literal listening. To solve such anxiety, some of the students focused on using keywords, and some are guessing the context. Few of them matched the questions to the context and searched in Google for the meaning. It is expected that EFL teachers elicit and level problems of anxiety from the early stages to determine appropriate and effective strategies to cope with and lead to better proficiency.
Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum Khusniyah, Zalfa Amirah; Shahrom, Syahreena Mohd; Elfiyanto, Sonny; Hidayanti, Ika
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.21253

Abstract

International teaching practicum is highly relevant in developing the quality of education worldwide. Innumerable institution sends their trainee teachers to help improve educational quality and build professionalism. During the practicum, trainee teachers will be experiencing some pertinent issues and problems that will help to shape teachers’ personalities and teaching practices in the future. Knowing the importance of experiencing these challenging episodes in practicum, researchers investigated the coping strategies for challenges and reported how trainee teachers conceptualized their learning. This qualitative research aims to provide valuable insight and practical solutions for trainee teachers facing challenges during teaching practicum. The data was obtained through observation and interviews with two trainee teachers who have participated in an international teaching practicum in Malaysia. Based on the research finding, the challenges faced by trainee teachers are categorized into several themes: students’ behavior, school facilities, mixed-ability students, school curriculum, and time management. Moreover, trainee teachers used several coping strategies to overcome challenges: antecedent strategy; learning through play strategy; grouping strategy; school modules to overcome unfixed curriculum; and setting priorities.
Uncovering EFL students Asnas, Sania Alinda Mouli; Hidayanti, Ika
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7472

Abstract

Presently, writing research articles causes anxiety for EFL students because they have to modify their writing to fit the English academic writing style, so academic writing is the most difficult skill to master because it requires an intricate process. Therefore, this study aims to uncover the frequent difficulties of academic writing and the coping strategies faced by EFL students. This study used a mixed method. Fifty-five participants from the English Department at a private university in Malang, Indonesia, filled out the questionnaire, and five participants were interviewed. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed thematically. The results showed that students experienced frequent difficulties, namely structure, developing ideas, vocabulary, and grammar, and the most frequent difficulty was grammar. To overcome challenges in grammar aspects, there were four manual coping strategies that they applied such as reading more articles, looking carefully at the function of conjunction, learning more about spelling, capitalization, and punctuation, and editing their work, and three automatic coping strategies that they used, namely using Grammarly, using an online English monolingual dictionary, and using Microsoft Word. The implications are to assist students in identifying and overcoming their frequent difficulties when writing academically.
Problem-Based Learning in the UbD Framework to Improve Listening and Critical Thinking: A Classroom Action Research Qudsiyah, Zuhriyatun Nur; Hidayanti, Ika; Santoso, Widyana Putri
Abjadia : International Journal of Education Vol 10, No 4 (2025): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v10i4.35253

Abstract

The aim of this study is to improve students' listening comprehension and critical thinking skills by implementing the Problem-Based Learning (PBL) model within the Understanding by Design (UbD) framework in an eighth-grade EFL class at SMPN 13 Malang. The study was motivated by students’ low listening comprehension and underdeveloped critical thinking skills. A Classroom Action Research (CAR) design was used, consisting of two cycles, each involving the stages of planning, action, observation, and reflection. Data were collected through listening tests, classroom observations, critical thinking rubric, and student interviews, and analyzed using descriptive quantitative and qualitative methods. The results showed a significant improvement in students’ listening performance, with the class average increasing from 67 in the diagnostic pretest to 82 in the final task of Cycle 2. Critical thinking scores also improved across all indicators, particularly in interpretation and explanation, as students engaged in structured group work with cognitive role assignments, which also contributed to a more student-centered learning environment. The study concludes that the integration of PBL within the UbD framework effectively enhanced both listening and critical thinking skills in the EFL context. These findings suggest that structured, problem-based instruction can support competency-based goals in a junior high school English classroom.
Pemanfaatan ChatGPT untuk Meningkatkan Kemampuan Berbahasa Inggris Siswa SMK Terpadu Al-Islahiyah: Pendekatan Interaktif dan Inovatif Alaydrus, Yahya; Hidayanti, Ika; Kurniasih, Kurniasih; Nasihah, Durotun; Umamah, Atik; Nugroho, Mochammad Khosy Xavier; Oktavia, Fathia Afray Vita
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20769

Abstract

Background: This community service activity was carried out to address the problems faced by students in improving their English proficiency. Method: To solve these problems, the service team conducted a training/workshop by utilizing Artificial Intelligence (AI), namely ChatGPT. The activity began with a pre-workshop survey distributed to 45 students of SMK Terpadu Al-Islahiyah Singosari, majoring in Office Management, to identify their problems and confidence level. It was followed by the Implementation and Evaluation Stages through a post-training survey and interviews with the English teacher. Results: Data analysis showed that students experienced difficulties in learning English due to limited vocabulary, pronunciation challenges, and lack of confidence. In addition, their confidence level increased from mostly fairly confident to highly confident. The English teacher also gave a positive perception of the implementation of ChatGPT while reminding the need to anticipate its potential negative impacts. Conclusion: Based on these findings, it can be concluded that AI plays an important role in language learning through the active role of teachers in monitoring, so that technology can be utilized properly and responsibly.
Co-Authors Alaydrus, Yahya Alfan Zuhairi Arista Fauzi Kartika Sari Asnas, Sania Alinda Mouli Atik Umamah Azami, Mochammad Imron Eko Suhartoyo Eko Suhartoyo, Eko Elfiyanto, Sonny Fitri Awaliyatus Sholihah Jihadi, Muhammad Khusniyah, Zalfa Amirah Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Luluk Sri Agus Prasetyoningsih Mei, Lick Cheok Nasihah, Durotun Nugroho, Mochammad Khosy Xavier Oktavia, Fathia Afray Vita Purnawan, I Kadek Qudsiyah, Zuhriyatun Nur Santoso, Widyana Putri Shahrom, Syahreena Mohd Surya Sari Faradiba Widowati, Diah Retno Yuliana Ayu Pertiwi