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All Journal Journal of Education and Learning (EduLearn) Journal of English and Education ELT Echo EDULITE: Journal of English Education, Literature and Culture Journal of English Education and Teaching (JEET) AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Communications in Humanities and Social Sciences
Murtafi'ah, Banatul
English Education Department, Universitas Islam Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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 1 
Reinventing the Dimensions of Reading Attitude and Reading Motivation among Santri Banatul Murtafi'ah; Nur Hidayanto Pancoro Setyo Putro
Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.552 KB) | DOI: 10.11591/edulearn.v12i4.9117

Abstract

A large and growing body of literature has investigated students’ reading attitude and motivation either in elementary or secondary levels. Unfortunately, there remains a paucity of similar study in the context of santri or students in Islamic boarding school. This study, therefore, examined the reading attitude and motivation dimensions among santris. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in this study by completing reading attitude survey adapted from McKenna et al. (1995; 2012) and motivational reading questionnaire (MRQ) adapted from Wigfield and Guthrie (1997). Exploratory and confirmatory factor analyses confirmed that reading attitude was represented by two dimensions as suggested by the finding in previous studies. On the other hand, instead of eleven, only seven reading motivation dimensions manifested in this present study. Reliability coefficients for all the subscales were acceptable. Finally, correlations analysis revealed that each dimension of both reading attitude and motivation were correlated positively.
CULTIVATING EFL PRE-SERVICE TEACHERS’ SOCIAL PRESENCE IN ONLINE CLASSROOM MANAGEMENT PRACTICE THROUGH PROJECT-BASED LEARNING Banatul Murtafi'ah; Ferbiana Nerissa Arvenina
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i2.8979

Abstract

The current pandemic situation has forced EFL preservice teachers to conduct their teaching practice virtually. By teaching virtually means that they must have the ability to manage classroom online. However, to the best of researchers’ knowledge, these pre-service teachers did not get any preparation related to online classroom management. One of the must-have abilities for pre-service teachers to manage online classroom is social presence. Since during online teaching the social contact between teachers and students weaken, then the ability for the teachers to socially present before their students is urgent. Though several studies have proposed that students’ social abilities could be supported through project-based learning, there is a limited study investigating project-based learning and social presence. Therefore, through this research, the researchers attempted to develop a course focusing on developing pre-service teachers’ social presence while practicing online classroom management through four stages of project-based learning activities. Using a social presence questionnaire adapted from Swan et al. (2008) and Arbaugh (2008), after one semester, the results show that there was a significant difference between preservice teachers’ pre-test and post-test score of social presence. It is also found that female pre-service teachers have higher social presence level than male pre-service teachers. In addition, 87% of the pre-service teachers joining the study also acknowledged that the project-based learning activities they did during the course help them develop their social presence. At the end, several implications related to the research findings are proposed in this paper.
Gender differences in santri’s reading attitude and motivation Banatul Murtafi'ah; Nur Hidayanto Pancoro Setyo Putro
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (180.755 KB) | DOI: 10.30659/e.5.2.251-262

Abstract

A considerable amount of studies has explored gender differences in reading attitude and motivation among students in both elementary and secondary school levels. However, none of them is concerned with English reading attitude and motivation among santri or students living at Islamic boarding school in which gender segregation is applied. This study attempts to investigate santri’s reading attitude and reading motivation based on their gender. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in the study by completing both reading attitude questionnaires and motivational reading questionnaire (MRQ). The results showed that there were significant differences among female and male santris in terms of reading attitude and motivation. The independent sample t-test revealed that female students reported statistically significant higher attitude in both academic and recreational reading than male students. Similarly, female students also reported higher reading motivation in three dimensions of MRQ, i.e. reading involvement, importance of reading, and competition in reading than male student. Likewise, regression analysis showed that gender could predict santri’s reading attitude and motivation. This study, therefore, confirmed a consistent finding from the previous studies revealing that female students had higher reading attitude and motivation than male students.
Unveiling Attitude and Motivation of English Education Students toward English Meisela Hardianti; Banatul Murtafi'ah
Journal of English and Education (JEE) Vol. 8 No. 1 (2022): VOLUME 8 NO 1 MAY 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i1.23672

Abstract

English learning is often influenced by several aspects such as attitude and motivation. In fact, not all the students from the English Education Department have a positive attitude and motivation toward the major they are studying. While many studies have been conducted on attitude and motivation among secondary and university students, rarely have we seen a similar study for English Education Department students. Therefore, this study aims to determine English Education students’ attitudes and motivation in learning English. This was a survey study with 183 students participating in this study. This study used a modified version of AMTB (Attitude and Motivation Test Battery) from Gardner to collect the data. The recent version was adapted from Imsa-Ard (2020). There were 34 questions; the questionnaire was divided into five aspects (i.e., personal, emotional, educational, professional, and parental). The data were then analyzed by using SPSS and Microsoft Excel. The results show that English Education students have a positive attitude and motivation toward English. The overall results revealed that the English Education students in this study are highly motivated in the professional aspect. This implied that the professional atmosphere in these institutions should be maintained as it could boost students’ attitudes and motivation.
THE USE OF RECOMBINATION ACTIVITY TO DEVELOP STUDENTS’ DISCOURSE SKILLS Banatul Murtafi'ah
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 1 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.479 KB) | DOI: 10.24235/ath.v30i1.6762

Abstract

Discourse analysis cannot be neglected nor separated from our lives. Several experts even claim its importance in language teaching. The need to teach a language in context is something which is unavoidable. Therefore, a lesson plan to develop students’ discourse is needed. This paper reports on a result of teaching practice conducted at a language institution in Yogyakarta. The research was started from lesson plan development to teaching practice in the classroom. The lesson plan followed top-down approach and text-based approach on the model. It focused on the use of recombination activity. At the end of the lesson, three questions were given as a reflection for the students. The results show that half of the students succeeded in arranging the sentences into correct order for the recombination task. it was found that half of them agreed that title provision might help them in doing recombination activity. In addition, all of them also agreed that the knowledge of language features of the text helped them in doing recombination activity. They even mentioned that it was the knowledge of conjunctions that helped them in doing the activities. These results prove that the use of recombination activity may develop students’ discourse skills.Keywords: discourse analysis; recombination activity; lesson plan
EFL Pre-service Teacher’s Teaching Anxiety and the Coping Strategies during Teaching Practicum Khofifah Novitasari; Banatul Murtafi'ah
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.310-326

Abstract

This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.
Undergraduate students’ perceptions of teachers’ written feedback in academic writing class: A survey study Nisa Cahyani; Banatul Murtafi'ah
Communications in Humanities and Social Sciences Vol. 2 No. 2 (2022): CHSS
Publisher : Komunitas Ilmuwan dan Profesional Muslim Indonesia (KIPMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21924/chss.2.2.2022.35

Abstract

This survey study aims to describe the students’ perception of teachers’ written feedback in an academic writing class in a private university in Indonesia. 119 students filled in the questionnaire on students’ perceptions of teachers’ written feedback adapted from Ouahidi and Lamkhanter (2020). A descriptive statistic measuring mean, frequency, and standard deviation were used to analyze the data from the questionnaire. The results showed that the teacher’s written feedback to the writing results in the academic writing class was useful and students did not find it difficult to understand any feedback given by the teacher. Most of the students answered often when being asked about their understanding to the feedback. Students were also able to use teacher comments to revise their writing. Revision and rewriting were also found as the follow-up activities that are most often done by students after receiving feedback. Then, it was also revealed that students preferred their teacher to give them correction with comments to all the major errors in their writing. In addition to the feedback, students also preferred their teachers to give praise and criticism. Regarding the correction of students' writing work, students preferred the teacher to correct the errors in content or ideas. Further implications and suggestions are also discussed in this article.
WILLINGNESS TO COMMUNICATE (WTC) AMONG TERTIARY ENGLISH EDUCATION STUDENTS: A SURVEY STUDY Risma Dwi Mulyaningsih; Banatul Murtafi'ah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11703

Abstract

Most of the research under the topic of Willingness to Communicate (WTC) was mostly found in the context of speaking outside the classroom and in everyday communication. Therefore, the researchers conducted a study on WTC among English Education students which focused on the classroom context. This is a survey study which is quantitative in nature. This study used the instrument from Khatib and Nourzadeh (2014). To obtain the data, questionnaires were distributed to students majoring in the English Education department. 169 students were involved in this study. The data then were analyzed by using descriptive statistics from SPSS. The results revealed that overall, the biggest reason for students' willingness to communicate is learning responsibility (M=4.06) while the lowest reason is the context of using English (M=3.77). Specifically, students are willing to communicate in several circumstances, such as: 1) students are more likely to want to talk when in group work; 2) students were more willing to speak when they discussed English and Indonesian culture as a group; 3) students will be willing to speak when it involves personal experience; 4) students prefer to talk about films and series rather than talking about sports; 5) students were more willing to ask their classmates about the correct pronunciation of a word than to raise their hands to ask the teacher; and 6) students are more willing to talk to students sitting next to them before the lecturer enters class than to talk to foreign students from other classes.
Co-Authors Ferbiana Nerissa Arvenina Khofifah Novitasari Meisela Hardianti Nisa Cahyani Nur Hidayanto Pancoro Setyo Putro Risma Dwi Mulyaningsih