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AN INTERPRETIVE STUDY OF THE COMMUNICATION NEEDS OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG Poedjiastutie, Dwi; Naidi Warnanda, Kharisma; Saputro, Teguh Hadi; Hima, Aninda Nidlomil
JINoP (Jurnal Inovasi Pembelajaran) Vol 3, No 2 (2017): November 2017
Publisher : Lecturer at the Faculty of Education, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4860

At English Department (ED) UMM, students learn communication for General Purposes (GE) and the generality of the communication materials very much depend on the teachersâ decisions. In other words, teachers can decide any topics and materials depending on the communication books they possessed and read. Even so, many of them by the end of their study period are still not able to speak English fluently. This research is to provide information needed for the curriculum development and classroom instruction through Needs Analysis (NA). The research questions for this study cover (1) what communication skills and competence are expected by ED UMM students? To answer the following questions, an interpretive research paradigm will be employed in the proposed research. In an interpretive research paradigm, theories are constructed from the data rather than theories preceding the data. The data in this research is the participantsâ goals, reasons, motives, feelings, perspectives, and assumptions and these participant perspectives will be viewed through the lens of their cultural contexts. This approach uses three-stage data collection and analysis, namely: FGD (focus-group interview) with ED students. The findings showed:

ENHANCING STUDENTS â€“ PRE SERVICE TEACHER INTERACTION USING FIRST LANGUAGE (L1) IN ENGLISH FOR YOUNG LEARNERS (EYL) CLASSES Setyaningrum, Rina Wahyu; Sabgini, Kharisma Naidi Warnanda; Setiawan, Slamet
LET: Linguistics, Literature and English Teaching Journal Vol 10, No 1 (2020)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

THE PRE-SERVICE TEACHERS’ REFLECTION IN ENGLISH FOR YOUNG LEARNERS TEACHING PRACTICE Kharisma Naidi Warnanda Sabgini; Khoiriyah Khoiriyah
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.3028

This study aimed to explore the use of self-reflection for the pre-service teachers (PSTs) in an English for Young Learners teaching practicum. Through conducting classroom observation, semi-structured interview, and document analysis, the result of this study revealed that PSTs are able to develop their teaching knowledge and teaching skills in term of classroom management, language pedagogy, and preparation trough having self-reflection. Further, the usage of video recording provides self-critical and continuity for the pre-service teacher. Teaching reflection is projected to improve the teaching practice. Doing reflection in teaching practice is immensely important for professional development as student teachers are prepared to be a professional educator. As a result, the implication of this study will be further discussed.

Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes Rina Wahyu Setyaningrum; Kharisma Naidi Warnanda Sabgini; Slamet Setiawan
LET: Linguistics, Literature and English Teaching Journal Vol 10, No 1 (2020)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v10i1.3588

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

AN INTERPRETIVE STUDY OF THE COMMUNICATION NEEDS OF ENGLISH DEPARTMENT STUDENTS AT UNIVERSITY OF MUHAMMADIYAH MALANG Dwi Poedjiastutie; Kharisma Naidi Warnanda; Teguh Hadi Saputro; Aninda Nidlomil Hima
JINoP (Jurnal Inovasi Pembelajaran) Vol. 3 No. 2 (2017): November 2017
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i2.4860

At English Department (ED) UMM, students learn communication for General Purposes (GE) and the generality of the communication materials very much depend on the teachers’ decisions. In other words, teachers can decide any topics and materials depending on the communication books they possessed and read. Even so, many of them by the end of their study period are still not able to speak English fluently. This research is to provide information needed for the curriculum development and classroom instruction through Needs Analysis (NA). The research questions for this study cover (1) what communication skills and competence are expected by ED UMM students? To answer the following questions, an interpretive research paradigm will be employed in the proposed research. In an interpretive research paradigm, theories are constructed from the data rather than theories preceding the data. The data in this research is the participants’ goals, reasons, motives, feelings, perspectives, and assumptions and these participant perspectives will be viewed through the lens of their cultural contexts. This approach uses three-stage data collection and analysis, namely: FGD (focus-group interview) with ED students. The findings showed:

THE IMPLEMENTATION OF SNAKE & LADDER BOARD GAME TO IMPROVE STUDENTS’ SPEAKING ABILITY Kharisma Naidi Warnanda S
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Speaking is a part of language skills which is really essential. Among other skills, speaking is mostly used to communicate with people. The aim of this research was to observe and know the improvement of students’ speaking ability at the second semester students of English Language Education Department, University of Muhammadiyah Malang. There were 24 students under observation. This research employed Classroom second semester students of English Language Education Department, University of Muhammadiyah Malang Action Research (CAR). The researcher implemented two cycles in this research. The first cycle (cycle 1) covered two meetings while cycle two covered three meetings. The test for the students’ speaking performance at cycle 1 showed that the average score of the speaking performance test was 69.92. The standard deviation yielded 4. Meanwhile, the lowest and the highest score were 62 and 78 respectively. At the cycle 2 test, the result showed the average score of the speaking test was 76.50. standard deviation yielded 2. Furthermore, the highest and the lowest score were 80 and 73 respectively. From the cycle 2 result, it proved that the implementation of snake ladder board game could improve the speaking ability of the students at English Language Education Department, University of Muhammadiyah Malang.

ISLAMIC CLASSROOM PASSWORDS TO INVIGORATE YOUNG LEARNERS’ ENTHUSIASM ON LEARNING ENGLISH Triastama Wiraatmaja; Kharisma Naidi Warnanda Sabgini; Agista Nidya Wardani
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Developing and composing Islamic Classroom passwords that is unique to the teaching and learning English deemed required for young learners. Therefore, this research emphasizes the significance of utilizing classroom passwords to pique young learners’ enthusiasm to learn English, especially Islamic-related classroom passwords. In addition, the Islamic Classroom Passwords were available in Bahasa and English. Afterwards, the community service team will assign the teachers to conduct the opening and closing lines of Islamic Classroom Passwords. Therefore, this kindergarten will possess distinctive qualities compared to other schools. The result showed that the classroom passwords were created and implemented to set the school's lessons apart from those of other schools. According to the plan, the students were engaged in the teachings since they were related to the classroom passwords. The teachers could also apply them. In conclusion, using Islamic Classroom Passwords can be a valuable tool for enhancing young learners' interest in learning English and helping them connect their faith with their language instruction. This approach can contribute to a more engaging and meaningful learning experience for students, promoting the integration of Islamic values in English language teaching.

Dialectical-Relational Approach on Profanity Words among Muslim Students Wiraatmaja, Triastama; Sabgini, Kharisma Naidi Warnanda
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 1: June 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i1.11732

Speaking in good manner is highly advised in Islamic teaching, but this notion had been challenged by socio-cultural values of the kinds if profanity words circulating among Muslim students. As qualitative research, this research aimed to investigate the discourses related to the use of profanity words among Muslim students from the perspective of the Dialectical-Relational Approach (DRA). The first was to discover the most frequent profanity words uttered by Muslim students, the reasons for using profanity words which were classified as propositional and non-propositional, and how DRA perceived the use of profanity words influenced their identity as Muslim. In this research, a questionnaire was chosen as the primary instrument, which consisted of a set of profanity words by Chirs Kirk, and the respondents’ reasoning for using profanity words. The respondents were 14 students from a private Islamic-based university in Indonesia. The result had shown that the students chose two profanity words as the most popular: shit and fuck. Meanwhile, the most dominant reason for using profanity words was to relieve tension which belonged to the non-propositional aspect. DRA perceived the complexity of profanity words among Muslim students and the use of profanity words emphasized the socio-cultural aspect of language, yet, Islamic teaching encouraged the use of good-mannered utterances because it might alter people’s opinion about Islam negatively. Thus, the researchers perceived the use of profanity words as a complex phenomenon that encompasses various contexts.

Learning Innovation for Aisyiyah Elementary School Teachers in Mataram City: The Development of AI-Generated Teaching Media Wiraatmaja, Triastama; Sabgini, Kharisma Naidi Warnanda; Prastiyowati, Santi
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

This community service program focuses on leveraging artificial intelligence (AI) to enhance teachers’ competence at the Aisyiyah elementary level in Mataram city. The study aims to introduce an innovative teaching and learning tool: AI-generated teaching media. These media are designed to incorporate visually appealing graphics and contextually relevant contents align with the curriculum. The development process integrates advanced AI technologies to create customized content, age-appropriate materials, culturally relevant, and pedagogically effective media. The project employs a participatory approach, involving teachers in the design and evaluation phases to ensure that the media address the learning needs and preferences of the target audience. This program employed a qualitative methodology, including observations, tutorials, and focus group discussions, to evaluate the effectiveness of the AI-generated media in improving teachers’ competence. Data were analyzed to determine how this innovative approach impacts teaching practices and learning outcomes. This initiative aligns with broader educational goals to incorporate technology as 21st century skills among young learners, and as ongoing attempts to make AI more engaging and accessible in Indonesia. This study is expected to be a replicable model, to demonstrate the potential of AI to revolutionize education, and to inform how innovative tools can transform traditional learning experiences.

Exploring english for young learners (EYL) pre-service teachers' experiences: Innovations during their teaching practicum Setyaningrum, Rina Wahyu; Purwati, Oikurema; Sabgini, Kharisma Naidi Warnanda
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1645

Innovation related to Teaching English to Young Learners (TEYL) provide opportunities for learners to gain experience using English contextually. This is the implication of the new paradigm of English as an International Language (EIL) in which learning English is no longer aimed at forming learners to speak as the native speakers. Therefore, innovations in TEYL is needed to answer the challenges of changing the status of English in Primary Schools (SD) from subject to extra-curricular. Referring to lesson plans developed by pre-service EYL teachers (PSTs), observation and interviews, the innovations in thematic lessons for TEYL were investigated. The findings showed that all lesson plans have been integrating innovations, including character building in accordance with the 2013 curriculum and intercultural competency that are important for language learning. To interact in the classroom, first language (L1) was used with colloquial variation, code-mixing and code-switching as well as translation. In conclusion, the innovative lessons for TEYL has been practiced by prospective primary school English teachers for preparing themselves to teach at the real school setting after their graduation. It is suggested that further research will be carried out at primary schools participated by in-service teachers and focused on each innovation in order to find TEYL innovative models. HIGHLIGHTS: The study recognizes a shift in the paradigm of Teaching English to Young Learners (TEYL) due to the emergence of the new paradigm of English as an International Language (EIL). English for Young Learners (EYL) requires the teachers’ creativity in teaching it. Innovative EYL classes could be characterized by the selection of intelligent themes or topics, ways for delivering new knowledge while giving young learners with context-based English experience, and less demanding evaluation.

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