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THE USE OF WEB 2.0 TOOLS FOR LEARNING IN EFL CONTEXT: PRE-SERVICE TEACHERSâ€™ VOICE Sari, Mariska Intan
Journal of Foreign Language Teaching and Learning Vol 4, No 2 (2019): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4243

Information and communication technology (ICT) has always been evolving, and its advancement has affected every aspect of human life, including education. As future teachers, pre-service teachers need to be aware of this development and have to be able to follow suit by learning how to utilize the technology for their teaching and learning processes. In English as a Foreign Language (EFL) context, Web 2.0 tools have been widely used since they provide opportunities for the users to have interaction and collaboration with other people from around the world, and, thus, open the opportunity to global learning. Therefore, this research aims to explore the Web 2.0 tools that have been employed by the pre-service teachers, and it also aims to examine the benefits they perceived in applying some of the Web 2.0 tools for their learning process in the EFL context. The results of the research show that there are five types of Web 2.0 tools that the pre-service teachers used, namely video sharing platforms, social networking tools, social photo tools, blogs, and game-based learning platforms. Concerning the benefits of using Web 2.0 tools in the learning process in the EFL context, the pre-service teachers stated that they could help them to find information more easily, allow them to collaborate with other people, enhance their language skills, and increase their motivation.

COGNITIVE AND METACOGNITIVE READING STRATEGY USE AND READING COMPREHENSION PERFORMANCE OF INDONESIAN EFL PRE-SERVICE TEACHERS Sari, Mariska Intan
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1213

AbstractThe study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers and the relationship on their reading comprehension, revealing whether the highly, moderately, and less successful EFL pre-service teachers differ in terms of reading strategies they employ in comprehending English texts and analyzing whether the differences in the use of these reading strategies relate to their performances in a reading comprehension test. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results of the study show that there is no significant relationship between the cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teacher and their performance in a reading comprehension test. The results also show that there is no difference in the use of cognitive and metacognitive reading strategies between the less, moderately, and highly successful readers. Keywords: cognitive strategies, metacognitive strategies, reading comprehensio

The Use of Web 2.0 Tools for Learning in EFL Context: Pre-service Teachers’ Voice Mariska Intan Sari
Journal of Foreign Language Teaching and Learning Vol 4, No 2 (2019): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4243

Information and communication technology (ICT) has always been evolving, and its advancement has affected every aspect of human life, including education. As future teachers, pre-service teachers need to be aware of this development and have to be able to follow suit by learning how to utilize the technology for their teaching and learning processes. In English as a Foreign Language (EFL) context, Web 2.0 tools have been widely used since they provide opportunities for the users to have interaction and collaboration with other people from around the world, and, thus, open the opportunity to global learning. Therefore, this research aims to explore the Web 2.0 tools that have been employed by the pre-service teachers, and it also aims to examine the benefits they perceived in applying some of the Web 2.0 tools for their learning process in the EFL context. The results of the research show that there are five types of Web 2.0 tools that the pre-service teachers used, namely video sharing platforms, social networking tools, social photo tools, blogs, and game-based learning platforms. Concerning the benefits of using Web 2.0 tools in the learning process in the EFL context, the pre-service teachers stated that they could help them to find information more easily, allow them to collaborate with other people, enhance their language skills, and increase their motivation.

Exploring Online Learning Tools Used by EFL Teachers during the COVID-19 Pandemic Mariska Intan Sari; Aura Amalia Putri
Journal of Foreign Language Teaching and Learning Vol 7, No 1 (2022): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i1.13407

COVID-19 pandemic has affected many sectors of human life, including the educational sector. This situation has forced the government to impose the School-from-Home policy for all levels of education in Indonesia since March 2020. In this situation, teachers need to be aware of this change and adapt to the situation. The use of media in learning matters since the learning process is switched to online learning. Thus, this paper aims to explore the online learning tools utilized by EFL teachers and EFL teachers’ consideration in choosing online learning tools during the COVID-19 pandemic. This research employed a qualitative approach by conducting in-depth interviews with five EFL teachers from five different state senior high schools in Yogyakarta Special Region, who have taught English for at least two years and have used online learning tools during the COVID- 19 pandemic. This research found six types of online learning tools used by the EFL teachers: learning management systems, assessment tools, chat and messages, video learning and sharing platform, content maker, and video conferencing tools. Moreover, concerning the teachers’ considerations in utilizing these online learning tools, they explained that they should be easy to use, accessible, cost-effective, interesting, and lightweight. Other teachers could also use these considerations to choose the online learning tools utilized in their teaching and learning processes.

Pemberdayaan Guru Dalam Pembelajaran Daring Menggunakan Standardized Platform Eko Purwanti; Mariska Intan Sari
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 1. Peningkatan Kapasitas Kelembagaan Publik
Publisher : Universitas Muhammadiyah Yogyakarta

Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih baik. Dengan adanya kebijakan pembelajaran secara daring dikarenakan adanya anjuran pemerintah untuk menerapkan social distancing dan dalam rangka mencegah kluster covid-19 di sekolah, maka sekolah-sekolah dituntut agar tetap dapat memberikan pembelajaran efektif kepada peserta didik. Kegiatan pengabdian masyarakat (abdimas) ini ditujukan untuk mengatasi permasalahan-permasalahan yang muncul dalam pembelajaran daring. Secara lebih spesifik, kegiatan abdimas ini ditujukan untuk membangun pembelajaran daring dengan cara melakukan pendampingan kepada guru-guru di sebuah sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta. Metodologi yang dilakukan meliputi mengadakan pelatihan teknis LMS (Learning Management System) kepada tim Informasi dan Teknologi (IT) sekolah, dan kemudian dilanjutkan dengan mengadakan Training of Trainer (TOT) kepada 10 orang guru yang akan menjadi mentor bagi para guru-guru di sekolah, dan akhirnya pelatihan penggunaan LMS kepada seluruh guru-guru di sekolah dilakukan sebagai rangkaian akhir dari kegiatan abdimas ini. Hasil dari abdimas ini adalah tersedianya laman pembelajaran daring di sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta tersebut. Kegiatan abdimas ini membawa implikasi positif terhadap pembelajaran daring di sekolah tersebut. Mengingat bahwa kegiatan abdimas ini sangat dibutuhkan oleh sekolah menengah atas negeri tersebut dan sangat kontekstual dengan situasi pandemi saat ini, maka kegiatan yang sejenis dapat pula direduplikasi dan ditawarkan di sekolah lain.

PENINGKATAN KAPASITAS GURU SMA MUHAMMADIYAH 4 YOGYAKARTA DALAM IMPLEMENTASI PEMBELAJARAN DARING MELALUI “MUPAT BELAJAR” Mariska Intan Sari; Eko Purwanti
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2021: 2. Kreatifitas Pendidikan dan Pembelajaran di Sekolah dan Perguruan Tinggi
Publisher : Universitas Muhammadiyah Yogyakarta

Sekolah sebagai salah satu agen pendidikan yang bertanggung jawab terhadap peningkatan kualitas sumber daya manusia harus selalu meningkatkan kualitasnya terutama dalam pengajaran. Pandemi Covid-19 menuntut sekolah untuk dapat terus melaksanakan proses KBM dengan baik, meskipun semua dilakukan secara daring. Penggunaan LMS “Mupat Belajar” yang berbasis Moodle dapat menjadi salah satu solusi untuk melaksanakan pembelajaran secara daring. “Mupat Belajar” ini sudah digunakan selama semester ganjil 2020/2021. Akan tetapi, ada beberapa permasalahan yang berkaitan dengan penggunaan “Mupat Belajar” yang harus segera diselesaikan agar tujuan utama dari keberadaan “Mupat Belajar” ini dapat dicapai secara maksimal oleh pihak sekolah, yaitu tampilan awal mata pelajaran yang masih beragam, penggunaan fitur, dan aktifitas di “Mupat Belajar” yang belum maksimal. Untuk mengatasi permasalahan-permasalahan tersebut, dilakukanlah pelatihan dan pendampingan kepada guru-guru di SMA Muhammadiyah 4 Yogyakarta khususnya enam orang tim Informasi dan Teknologi (IT) sekolah dan juga sepuluh orang guru trainer yang telah ditunjuk sekolah. Kegiatan tersebut dilakukan agar guru-guru yang tergabung dalam tim IT dan guru trainer tersebut mempunyai keterampilan yang memadai sehingga dapat memberikan pelatihan kepada guru-guru yang lain. Selain itu, monitoring terhadap pembelajaran daring di sekolah juga dilakukan untuk merumuskan hal-hal yang perlu dilakukan untuk perbaikan implementasi “Mupat Belajar” kedepannya.

Metaverse magic: Unveiling the pedagogical potential and transformative effects on intercultural communication in English language teaching Endro Dwi Hatmanto; Bambang Widi Pratolo; Mariska Intan Sari
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8627

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a specific focus on intercultural communication. Drawing on theories such as social constructivism, intercultural communication, and autonomous language learning, this research investigated the impact of Metaverse on language acquisition, intercultural competence, and learner autonomy. The study employed a qualitative approach, including interviews with experts in Metaverse development and English language instructors. The findings revealed several pedagogical implications, including the promotion of immersive language learning experiences, enhanced interaction and collaboration, personalized learning opportunities, and increased motivation. Additionally, the study uncovered the positive impacts of Metaverse environments on intercultural communication and cultural understanding in English language learning. The research contributed to the understanding of how Metaverse could support language education and provides valuable insights for language teachers and students to optimize their language learning experience in virtual environments.

Creating English learning media using Canva: EFL students’ perspective Mariska Intan Sari; Septiya Dwi Utari; Puput Arfiandhani
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.467

Learning media are important parts of the teaching and learning process. Using Canva as a tool for creating English learning media is one of the ways EFL students can do when preparing their teaching and learning practices. This study investigates EFL students’ perceptions of the kinds of English learning media created by the EFL students using Canva and the benefits of using Canva as a tool for creating English learning media as perceived by these students. The researchers employed a descriptive qualitative design to achieve the objectives of this study. This study was conducted at a large private university in Yogyakarta, Indonesia. The participants in this study were six EFL students from the 2019 batch. The researchers conducted interviews to gather in-depth experiences of the participants. The findings of this study indicate that EFL students have created seven different types of English learning media using Canva. The English learning media created by EFL students were presentation slides, textbooks, flashcards, video learning, Instagram content, Infographics, and Twibbons. The findings also elaborate on several benefits of using Canva to create English learning media as perceived by the EFL students. The benefits are that Canva is easy to use, provides various templates for various learning media, caters to EFL students’ creativity, saves time for the EFL students in creating teaching media, and allows EFL students to create fun multimodal learning media.

WORD-TARGET AND PLEASURE READING: EXPLORING EXTERNAL MOTIVATION IN L2 READING Lanoke Intan Paradita; Nurul Hunafa; Dita Surwanti; Mariska Intan Sari; Puthut Ardianto
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.v10i2.35426

ABSTRACTThis preliminary study explores external motivation in L2 extensive reading regarding word-target and pleasure reading. In contrast to the extensive reading principle which discourages the use of assessment to promote pleasure in reading, this study aims to explore how reading targets as one form of assessment is potential to maintain pleasure in reading. This qualitative study was conducted in the Department of Arabic Education at an Islamic private university in Yogyakarta, Indonesia. Two reading classes for first-year students were observed. The data were collected from observation, interviews, and students’ reading profiles as recorded in XReading, a learning management system supporting students’ reading practice. The results show that the students use the reading target as an external drive to read and XReading allows students to choose the texts according to their preference and within their linguistic capacity, which instills pleasure in reading. The findings also suggest that a periodical goal and regular teacher monitoring will motivate students to sustain their reading progress. ABSTRAKStudi pendahuluan ini mengeksplorasi motivasi eksternal dalam membaca ekstensif dalam bahasa asing, terutama terkait dengan target kata dan kesenangan membaca. Berbeda dengan prinsip membaca ekstensif yang secara umum tidak menyarankan adanya asesmen untuk mendorong kesenangan membaca, penelitian ini bertujuan untuk mengeksplorasi bagaimana target membaca justru menjadi salah satu asesmen yang berpotensi untuk menjaga kesenangan membaca. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di Prodi Pendidikan Bahasa Arab di salah satu universitas swasta di Yogyakarta, Indonesia. Observasi dilakukan di dua kelas mahasiswa tahun pertama. Data yang dikumpulkan berupa data observasi, interview, profil membaca mahasiswa yang terekam dalam XReading, sebuah learning management system yang digunakan mahasiswa untuk mendukung praktek membaca ekstensif mereka. Hasil dari penelitian menunjukkan bahwa mahasiswa menggunakan target membaca sebagai dorongan eksternal untuk membaca dan XReading memberikan ruang pada mahasiswa untuk memilih bacaan sesuai dengan pilihan dan kemampuan linguistik mereka, yang menguatkan kesenangan mereka dalam membaca. Temuan dalam penelitian ini juga menyarankan adanya gol bacaan dan monitoring dosen secara berkala untuk memotivasi mahasiswa dalam mempertahankan progres membacanya.How to Cite: Paradita, L.I, Surwanti, D., Hunafa, N.. Sari, M.I., & Ardianto, P. (2023). Word-target and Pleasure Reading: Exploring External Motivation in L2 Reading. IJEE (Indonesian Journal of English Education), 10(2), 487-502. doi:10.15408/ijee.v10i2.35426.

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