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Mutmainnah Mustofa
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inamustofa@unisma.ac.id
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Program Pascasarjana UNISMA, Jl. Mayjen Haryono 193, Malang, East Java, Indonesia, 65144
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INDONESIA
Language-Edu
Published by Universitas Islam Malang
ISSN : 23027819     EISSN : -     DOI : 10.33474
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Language-Edu: Journal of English Teaching and Learning. It welcomes submission of articles in the area of English language teaching and learning. The articles can be Empirical Studies, Literature Review, Theoretical Articles, Methodological Articles, Case Studies, and other types of article including brief reports, comments and replies on previously published articles, book reviews, and monographs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 11 No. 1 (2022): Language-Edu Journal" : 6 Documents clear
EXPLORING EFL LEARNER`S VOCABULARY LEARNING STRATEGIES AT DARUSSALAM ISLAMIC ISTITUTES Marifatun Najiyah; Langgeng Budianto; Mutmainnah Mustofa
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

EFL students should have vocabulary mastery as basic unit to  support the understanding of the English learning process. This study is focused on several aims Those are to find out the features of vocabulary learning strategies, to find the most strategy which is used by efl learners, and to know the least common vocabulary learning strategy which is made by EFL  Darussalam Islamic Institute. The study was carried out to 61 students as samples to collecting data.  The majority of the respondent consist of 53 female respondents and 8 male respondents. The data collection involved observation, questionnaire, and interview instruments. Afterward, main instrument is a set of questionnaires which was adapted on Schmitt‘s (1997) taxonomy; determination strategy (DET), social strategy (SOC), memory strategy (MEM), cognitive strategy (COG), and metacoginitive strategy (MET). The 33 questions are adapted. The overall implication of vocabulary learning strategies indicated that the most strategy applied is a cognitive strategy which is preferably used strategy by EFL learners with the highest total average score among others 3.27. And the least vocabulary learning strategy used is social strategies with the lowest total average scores 2.81 And the features shown by the respondents are they tend to use a mechanical means. Keywords: “Language Learning Strategy (LLS)”, “Vocabulary learning strategies (VLSs)”, “EFL students”.
PRE-SERVICE TEACHERS’ PERCEPTION OF THEIR COMPETENCE AND THEIR READINESS FOR TEACHING PROFESSION Lou Chien Gita Arista; Dzul Fikri; Mutmainnah Mustofa; Dwi Fita Heriyawati
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

Indonesian government seriously takes the issue of the teacher education graduates who are considered not to have an established ability to become professional teacher in school, even resulting in disagreement with the implementation of the program. This further calls for a more thorough investigation of the inherent legitimacy of new teachers in Indonesia, as well as their quality. The objective of this study was to reveal pre-service teachers' perceptions of their own competency and readiness to teach. This study employed a survey research design involving 67 undergraduate students of university in Lamongan. The result of this research showed that p value (.258) is greater than ɑ (.05), sugeesting that there was no correlation between pre-service teachers’ perception toward their competence and readiness for teaching profession. Nevertheless, on their perceptions, the pre-service teachers perceived their competence and their readiness were positively in good category and ready for teaching profession. By realizing and considering the aspects for the teaching profession, they feel more confident and ready to face the real environment of teaching as their profession.Keywords: pre-service teachers, perception, competence, readiness
THE EFFECT OF FLIPPED INSTRUCTION MODELS (FIM) ON STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT AT SEVENTH GRADE IN SMP NEGERI 1 LADONGI Muh. Arbianto; Dzul Fikri; Mutmainnah Mustofa; Sonny Elfiyanto
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

In a line with the development of technology, many teachers use flipped instruction model as their model to teach in the classroom, especially in reading class. Flipped instruction model is an inverse learning method of the traditional method in which students are usually given material by the teacher in class, and then the assignment will be done at home. Hence, this research aimed to determine the effectiveness of flipped instructions model on students’ reading comprehension of descriptive text. Quantitative research was the type of research with the Experiment method. The design is pre-experimental that utilizes one group pre-test and post-test without a control group. There were two variables in this research: independent and dependent variables, where the independent variable is flipped instruction model and the dependent variable is the students’ reading skills. The participants in this research were 33 students from SMP NEGERI 1 LANDONGI, consisting of 12 males and 21 females. The pretest was given to measure students’ prior reading skills before applying treatment. After the treatment, the students are given a test as a post-test. A total of 20 multiple-choice questions were included in the pre-test and post-test. SPSS 16.0 for Windows was used to analyze the data and hypothesis testing (paired-sample T-test). The value of sig. (2 tailed) is 0.000. The T-test is lower than 0.05 (0.000 < 0.05).According to the result, the researcher interprets that using Flipped instructions model was effective to teach reading comprehension, especially in descriptive text.
ANALYZING HIGHER ORDER THINKING SKILLS (HOTS) QUESTIONS OF READING ESSAY TASK IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOK Maziyyatus Shalihah; Dzul Fikri; Mutmainnah Mustofa; Dwi Fita Heriyawati
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

English textbook especially senior high school must consist of qualified English reading tasks in order to boost students’ english skills by being trained with reading and vocabulary mastery at once. This drives the researcher to do a qualitative with one research questions to fiugure out; “how is Higher Order Thinking Skills (HOTS) in essay reading exercises distributed in English SMK/ MAK textbook for X, XI, and XII grades?”. The researcher selected senior high school English textbook for X, XI, and XII grades by BUMI AKSARA. Analysis steps were sequentially completed started from textbook observation, question selection, data reduction, and finally analyzing the HOTS data collected. From the data analysis, there obtained 9% with 6 HOTS reading essay questions (C4:2, C5:4) in English textbook of X grade, 6% with 7 HOTS reading essay questions (C4:5, C5:2) in English textbook of XI grade, and 10% with 12 HOTS reading essay questions (C5:12) in English textbook of XII grade. These factual results recommend all English teachers to be selective in utilizing English textbook due to improving students’ critical thoughts. Also, the researcher suggests the further researcher to investigate HOTS effects on students’ achievement.Keywords:  Reading, Essay Task, HOTS
TEACHERS’ PERCEPTION ON TEACHING ENGLISH TO STUDENTS WITH MILD MENTAL RETARDATION DURING THE COVID-19 PANDEMIC Wafiya Ula; Junaidi Mistar; Mutmainnah Mustofa
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

In Indonesia, the spread of positive cases of Covid-19 has not shown a decreasing graph. Due to the constraints on interaction, the Indonesian Ministry of Education issued a policy, which included closing schools and replacing the Teaching and Learning Activities process with an online system. Online learning is not limited to ordinary students but is also carried out on children with special needs or students with mild mental retardation, which in this case indicates that a person experiences a special disorder that has different characteristics so that special attention and services are needed. In an inclusive school, services for children with special needs are not differentiated from normal students in their class, only learning material is differentiated. The objective of this study is to describe how teaching-learning activities for children with minor mental retardation are implemented. during the covid-19 pandemic and to identify teachers’ perception on teaching English to students with mild mental retardation during the covid-19 pandemic of SMPN 6 Tuban. This study used qualitative research as its method. The English teachers from VIII C and IX B, as well as a special partner teacher from SMPN 6 Tuban, were the subjects of this study. The instruments of this research were observation, interview, and documentation.        The result of this research can be described that this is a new challenge for them because learning activity is done online. During the Covid-19 pandemic, teachers must still be able to provide curriculum and support pupils throughout the learning process. They use the media, method and also apply special principles for students with mild mental retardation. For special companion teachers, the limited face-to-face opportunity twice a week is an opportunity that must be utilized as well as possible because during online learning for students with mild mental retardation is too difficult to understand the material due to the absence of assistance and lack of attention from their parents. The teacher hopes that the students find happiness in learning through online learning classes they enjoy and can understand the material, especially for students with mild mental retardation. Based on the result of this research, the researcher found that in learning English, the activities that are more often used are the drilling method and copying simple words or vocabulary, so the materials and teaching methods used with students with mild mental retardation are different. The outcomes of teachers' perceptions of teaching English to students with mild mental retardation during the Covid-19 pandemic vary greatly, the section on teachers' perceptions reveals that teachers believe that learning English for students with mild mental retardation is difficult to do online because students with mild mental retardation face technological difficulties and obstacles. Because learning is done online, teachers find it more difficult to control the condition and development of students with mild mental retardation.Keywords: mental retardation students, perception
THE UNDERLYING LINGUISTIC FACTORS AFFECTING GAMERS TO PLAY MOBILE LEGEND Faiq Shabry; Dzul Fikri; Mutmainnah Mustofa; Sonny Elfiyanto
Language-Edu Vol. 11 No. 1 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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Abstract

This study aims to determine the daily activities of a student who likes to play games, the frequency, and the impact of playing these games in enriching the English vocabulary skills of students and general students. The general effects of playing onlinegames are commonly seen in negative terms, such as saying dirty words when they experience defeat or there an error in teamwork, so it can cause adverse effects on students. However, this study tries to uncover other impacts that are helpful in learning for students to understand English, especially in enriching their vocabulary skills. With this, researchers make observations to determine what essential things are needed to examine gamers who spends a lot of their daily activities playing games. Researchers also try to do activities that players do to get the same feel as felt by players. After making observations, the researchers conducted interviews. Based on the research results collected and processed, the results of this study indicate that students need curiosity to encourage them to enrich their English vocabulary collection. The results showed that they experienced a slight increase in vocabulary after playing Mobile Legend.

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