Garuda - Garba Rujukan Digital

The Relationship among Pre-Service EFL Teachersâ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration Inayati, Dian; Emaliana, Ive
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.664

This paper elucidates the relationship among pre-service teachersâ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.

Chinese literature students’ attitudes toward EFL learning at an indonesian university Gabriel, Rafil Achmad; Inayati, Dian
(JELE) Journal Of English Language and Education Vol 4, No 1 (2018)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Considering the importance of attitudes, this study was conducted to identify the attitudes of Chinese Literature Students toward learning English, which is divided into three specific aspects namely: cognitive, affective, and conative. 91 Chinese Literature Students at a University in Indonesia were chosen as the research participants. Using survey design to achieve the objectives of the study, 91 questionnaire sheets were administered to the participants. It was found that the participants have positive attitudes based on three aspects: mean score of 3.73 (74.59%) for cognitive, 3.40 (68%) for affective, and 3.61 (72%) for conative aspects. In terms of attitudes level, 16 (18%) students were low, 56 (62%) were high, and 19 (21%) students were very high. Based on the findings, it can be concluded that Chinese Literature students have positive attitudes towards EFL learning with mean score of 3.58 (72%). Some suggestions are provided regarding the finding and discussion of this research for Chinese Literature students, English teachers/lecturers, curriculum developers, and for future researchers.

EFL Student Writers‘ Engagement Strategies in Technology-Mediated Communication Dian Inayati
PAROLE: Journal of Linguistics and Education Vol 11, No 1 (2021): Volume 11 Number 1 April 2021
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v11i1.73-84

The pivotal role of readers/audience in helping shape students’ writing has led to attempts to engage them in their composition. This reader awareness is further enhanced with the integration of Web 2.0 technology, say blogs, into writing pedagogy. This study aims to investigate the engagement strategies EFL writers employ in their blogs, and the readers’ responses toward the strategies. In this content analysis study, twenty-seven learning English blog entries retrieved from three student bloggers were analyzed using Hyland’s (2005) and Myers’ (2010) engagement strategies. The findings reveal the student bloggers’ use of almost all the eleven engagement strategies proposed in the model albeit the extent of which varied depending on the type of the blog post, their personal background, and writing purposes. The use of such strategies as “Pronoun” and “Image” drew numerous comments from readers on the blogs, implying a strong sense of readership. It is thus recommended for EFL writing teachers to introduce varieties of engagement strategies within digitally-mediated writing environments to their students to enhance reader/writer interactions.

Strategi Peningkatan Kemandirian Energi melalui Pemanfaatan Panel Surya untuk Hidroponik dan Akuaponik di SDI As Salam dan SMPIT As Salam Kota Malang Putu Hadi Setyarini; Sisca Fajriani; Tri Nurwati; Mochammad Roviq; Dian Inayati
Jurnal Surya Masyarakat Vol 7, No 1 (2024): November 2024
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.7.1.2024.159-167

The community service activity at SDI As Salam and SMPIT As Salam aimed to enhance energy independence through the integration of solar panels in hydroponic and aquaponic systems. Solar panels were utilized as an alternative energy source to reduce dependency on PLN electricity, which posed major challenges for water pump operations in hydroponic and aquaponic farming systems. The Participatory Rural Appraisal approach was implemented through technical training, solar panel installation workshops, and farming assistance. The results demonstrated that using solar panels reduced electricity costs, supported students' learning about renewable energy, and improved the sustainability of urban farming in schools. The integration of solar panels with hydroponic and aquaponic systems provided a practical and eco-friendly solution to energy challenges for farming on limited land.

Strategi Peningkatan Kemandirian Energi melalui Pemanfaatan Panel Surya untuk Hidroponik dan Akuaponik di SDI As Salam dan SMPIT As Salam Kota Malang Putu Hadi Setyarini; Sisca Fajriani; Tri Nurwati; Mochammad Roviq; Dian Inayati
Jurnal Surya Masyarakat Vol 7, No 1 (2024): November 2024
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.7.1.2024.159-167

The community service activity at SDI As Salam and SMPIT As Salam aimed to enhance energy independence through the integration of solar panels in hydroponic and aquaponic systems. Solar panels were utilized as an alternative energy source to reduce dependency on PLN electricity, which posed major challenges for water pump operations in hydroponic and aquaponic farming systems. The Participatory Rural Appraisal approach was implemented through technical training, solar panel installation workshops, and farming assistance. The results demonstrated that using solar panels reduced electricity costs, supported students' learning about renewable energy, and improved the sustainability of urban farming in schools. The integration of solar panels with hydroponic and aquaponic systems provided a practical and eco-friendly solution to energy challenges for farming on limited land.

PENGEMBANGAN PROFESIONALITAS GURU DALAM PEMANFAATAN LITERASI MULTIMODAL PADA PEMBELAJARAN Dian Novita Dewi; Dian Inayati; Sugeng Susilo Adi; Iswahyuni Iswahyuni; Agus Gozali; Muhammad Bagus Umam; Mar'atus Sholikhah; Safrina Tri Mulya Ningrum; Bima Eza Saputra
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 5 No 2 (2024): Jurnal Pengabdian Pendidikan Masyarakat (JPPM), Vol 5 No 2 (2024)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v5i2.2073

Developing teacher competency is an essential thing that must be done both from internal and external encouragement. To contribute to the field of education, the community service team of English Language Education Study Program, Faculty of Cultural Studies, Universitas Brawijaya held teacher professional development training in the use of multimodal literacy in learning at SMP Negeri 27 Surabaya. The selection of the school was made in accordance with the collaboration agreement that both sides had drafted. The method used was a workshop held in 2 days with stages (1) Needs analysis, (2) First training; speakers' material delivery, (3) Second training; application usage practice, and (4) Evaluation; product creation by participants and contested. This activity provides a positive impact on teacher skills in preparing and carrying out lessons utilizing multimodal-based media in order to meet the needs of diverse learning styles of students and increase students' enthusiasm for learning.

Improving Students’ Motivation in Learning English through Gamification Tasya Amalia; Dian Inayati; Arita Marini
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.63332

In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).

Digital Multimodal Literacies in the EFL classroom: Negotiating competencies and constraints among Indonesian in-service teachers Zuliati Rohmah; Dian Inayati; Dian Novita Dewi; F A Dhea La Roiba
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1702

This study investigates the digital multimodal literacies (DML) of 297 Indonesian in-service English teachers across diverse socio-technological contexts. By employing a convergent mixed-methods design, the research differentiates between foundational digital competencies and the strategic application of multimodal pedagogy in the EFL classroom. Quantitative data from a structured survey provide a broad map of teacher readiness, while qualitative insights from focus group discussions (FGD) offer a “thick description” of the lived experiences and navigation strategies of practitioners. The findings reveal a significant conceptual gap: while a majority of teachers demonstrate high proficiency in functional digital competencies, such as internet navigation and the use of presentation tools, 66.3% remain unfamiliar with the formal framework of digital multimodality. This suggests that technical access and basic operational skills do not automatically translate into the pedagogical ability to critically design or evaluate multimodal texts. Furthermore, the study identifies a complex negotiation of “second-order” barriers, including institutional policies and infrastructure limitations, which often dictate the extent of technology integration. The implications of this study suggest a critical need for a paradigm shift in teacher professional development from basic ICT training toward specialized DML frameworks that prioritize pedagogical design. To foster sustainable digital innovation, policymakers and school leaders must address both the conceptual unfamiliarity and the structural constraints that currently hinder the realization of multimodal practices.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search