Article Per Year (5 Year)
p-Index From 2019 - 2024
1.978
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English Jurnal Arbitrer Abjadia, International Journal of Education ELT Echo IJIET (International Journal of Indonesian Education and Teaching) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH English Language in Focus (ELIF) Jurnal Pendidikan dan Kebudayaan Studies in English Language and Education
Atik Umamah
Universitas Islam Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
STRATEGIES OF LEARNING SPEAKING SKILL BY INDONESIAN LEARNERS OF ENGLISH AND THEIR CONTRIBUTION TO SPEAKING PROFICIENCY  Junaidi Mistar; Atik Umamah
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

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

Abstract

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners’ speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy types – interactional-maintenance, self-improvement, compensation, and memory strategies – greatly contribute to the speaking proficiency. These findings imply that strategies-based instruction, covering the four most influential strategies, needs to be integrated explicitly in the speaking class to help learners, particularly male learners, cope with problems in learning speaking skill. 
Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays Umamah, Atik; Cahyono, Bambang Yudi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24958

Abstract

This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.
Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance Kurniasih Kurniasih; Fitri Awaliyatus Sholihah; Atik Umamah; Ika Hidayanti
JURNAL ARBITRER Vol 7, No 2 (2020)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.7.2.144-150.2020

Abstract

This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.
BLENDED LEARNING AND EXTENSIVE LISTENING: A PROMISING COLLABORATION TO ENHANCE LISTENING SKILL Fitri Awaliyatush Sholihah; Mukhamad Bayu Permadi; Atik - Umamah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 2 (2018): DECEMBER 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (100.25 KB) | DOI: 10.24235/eltecho.v3i2.3323

Abstract

This research aimed at describing how blended learning strategy by integrating portfolio-based extensive listening activity can improve students’ listening skill. This action research was the response of the classroom problem identified in Listening 2 course in class 2E of English Department, Universitas Islam Malang. The problem was the average score of this class was low (68.86) and only 45% of the students achieved the standard minimum score (≥ 75). Data from interview uncovered that the major cause was insufficient exposure to authentic listening input. The instruments used to gain the data were portfolio and test. The criterion of success set was that 70% of the students obtained the standard minimum score. This research was conducted in two cycles with four meetings for each. At the end of cycle 1, the average score was 75.36 but only 55% of the students achieved the standard minimum score. The test result in cycle 2 indicated that the average score was 78.36 and 73% of the students reached the standard minimum score, meaning that the criterion of success was achieved. This implies that the implementation of blended learning approach with portfolio-based extensive listening activity can significantly enhance listening skill.
WRITING STRATEGY and FACTORS CONTRIBUTING to EFL UNIVERSITY STUDENTS’ PREFERENCE atik umamah; Ika - hidayanti
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.947 KB) | DOI: 10.24235/eltecho.v3i1.2486

Abstract

This study was aimed to identify 1) the significant difference on the learning strategy attainment by male and female students, 2) the significant difference on the use of the strategies in learning writing based on the students’ attitude toward English writing “like or dislike”, and 3) the correlation between learning strategy use and three factors: gender, interest and writing achievement. To elicit research data, a-70 item questionnire was administered to101 English students of Universitas Islam Malang. Ex-post facto and correlation analysis were designs adopted to deal with the problems proposed in this research. The statistical analysis indicated that female students did not deploy the strategies significantly different from the male counterparts. The second finding revealed that the more interested the students in English writing, the more likely they employed the learning strategies. The last report showed that there was no correlation between writing strategy and two factors: gender and writing achievement. Meanwhile, negative-moderate correlation was found between the strategy choice and the students’ liking for English writing.    
USING ONLINE PEER REVIEW AS A STRATEGY TO IMPROVE WRITING SKILLS Erfa Navadiatul Ula; Atik Umamah
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i1.3573

Abstract

This qualitative research was conducted to investigate the use of online peer review as a strategy to improve writing skills in the revision process. Two  English students of a private university in Malang were recruited based on two criteria: 1) they have passed an academic writing course with an excellent score, and 2) they use online media to conduct peer reviews. Using a semi-structured interview, the students were asked what types of online resources they use to perform online peer review, and how they do peer review online. The interview data were analyzed using content analysis. To triangulate the data, investigator triangulation was performed by involving two data analysts. The results of the study were that students mostly used WhatsApp and Zoom media to conduct online peer reviews. In addition, they used several platforms such as grammar checkers, online dictionaries to assist the revision process. The students shared their writing product in the form of a file to their peers via WhatsApp and improve the results of the feedback by utilizing online sources or obtaining reviews related to grammar, writing effectiveness, and diction errors.
Non-English University Students Motivation in Learning English Online Safira Naila Farihah; Atik Umamah
English Language in Focus (ELIF) Vol 4, No 1 (2021): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.1.41-50

Abstract

This research was conducted to investigate non-English university students’  motivation in learning English online based on their English achievement. This qualitative study involves 31 Indonesian language students from the fourth semester of a private university in Malang.  The questionnaire data used by students were grouped into two items; Intrinsik motivation and Extrinsic motivation adopted from Subakhtiasih and Putri, (2020). Based on the total participant average scores, two students were involved in semi-structured interviews. These students were recruited based on two criteria: 1) Student is a high achiever in class. 2) Student is a low achiever in class.  The students were asked what is the motivation to learn English and how do they manage their time and achieve their learning goals to stay motivated during online learning English. The data of the questionnaire and the interview was analyzed using content analysis. To triangulate the data, investigator triangulation was performed by involving two data analysts. The result of this research is that student motivation is at a moderate level. Students combine intrinsic motivation and extrinsic motivation to motivate them to learn English online. Furthermore, students have an effective way (e.g. time management and target goals) to stay motivated while studying English online.
KESULITAN MAHASISWA DALAM MENULIS TEKS EKSPOSISI: ANALISIS BERBASIS GENDER Atik Umamah; Ika Hidayanti; Kurniasih Kurniasih
Jurnal Pendidikan dan Kebudayaan Vol. 4 No. 1 (2019)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v4i1.1004

Abstract

This research aims to 1) identifying English students’ problems in writing expository text, 2) examining the significant difference of the difficulties confronted by the students in terms of gender, and 3) describing the difficulties in writing based on the students’ writings. This research applied quantitative approach. Descriptive statistic was to identify the students’ writing difficulties, and t-test was to measure whether the problems faced by male and female students were significantly different. Further, qualitative analysis was used to describe the students’ writing problems based on their writings. The subjects (26 students of class 2A academic year 2016/2017) were assigned to respond questionnaire containing of problems in four aspects of writing: content and organization, grammar, mechanics, and style. Furthermore, six students’ writings were analyzed to gain a real picture of their difficulties. The statistical analysis revealed that grammar was the main problem in writing. Related to gender, it was found that the difference was not significant. Contrastive analysis of students’ writings and questionnaire prove that the students recognize their problems in writing. These findings are in line with previous studies. To help the students cope with writing difficulties, teacher needs to train them with writing strategies by implementing strategies based instruction.AbstrakTujuan penelitian ini adalah untuk (1) mengidentifikasi kesulitan mahasiswa jurusan Pendidikan Bahasa Inggris dalam menulis teks eksposisi, (2) mengetahui signifikansi perbedaan kesulitan yang dihadapi mahasiswa berdasarkan gender, dan (3) mendeskripsikan kesulitan menulis yang dihadapi mahasiswa berdasarkan hasil pekerjaan mereka.  Penelitian ini menggunakan pendekatan kuantitatif. Statistik deskriptif digunakan untuk mengidentifikasi kesulitan mahasiswa dalam menulis, dan uji t untuk mengukur apakah kesulitan yang dihadapi mahasiswa laki-laki dan perempuan berbeda secara signifikan. Analisis kualitatif digunakan untuk menggambarkan kesulitan menulis berdasarkan hasil pekerjaan mahasiswa. Subjek penelitian adalah mahasiswa angkatan 2016/2017 kelas 2A berjumlah 26 mahasiswa. Data dikumpulkan melalui penyebaran angket yang berisi kesulitan yang dialami mahasiswa dalam empat aspek menulis: content and organization, grammar, mechanics, dan style. Selain itu, enam hasil pekerjaan subjek dianalisis untuk memperoleh gambaran kesulitan yang mereka hadapi. Hasil analisis statistik menunjukkan bahwa secara keseluruhan kesulitan yang dihadapi mahasiswa adalah dalam aspek grammar. Terkait dengan gender, perbedaan kesulitan di antara dua kelompok tidak signifikan. Contrastive analysis dari hasil pekerjaan subjek dan respon mereka terhadap kuesioner membuktikan bahwa subjek mengetahui kesulitan yang mereka hadapi dalam proses menulis. Temuan penelitian ini mendukung temuan penelitian terdahulu. Untuk membantu mahasiswa mengatasi kesulitan dalam menulis, dosen perlu mengajarkan mereka strategi menulis dengan mengimplementasikan strategies-based instruction.
MOBILE-ASSISTED ON EXTENSIVE READING: STUDENTS’ VOICES Dzurriyyatun Ni'mah; Atik Umamah
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.127 KB) | DOI: 10.29407/jetar.v5i1.14367

Abstract

Abstract As reading starts to lose its popularity for most students, digital reading can serve as a solution to overcome this problem. The integration of digital reading and extensive reading practice can be beneficial for language learners. A number of researchers have conducted the studies on this issue through different perspectives. The current study mainly focuses on the students’ perception of digital reading in extensive reading practice. The qualitative approach was employed to obtain the research data. Therefore, series of questions were addressed to achieve the research objective through an open-ended interview. The result showed that the students have positive attitudes towards digital reading when they have to read extensively. The practicality, portability, flexibility, accessability, and affordances of e-books helped them to apply extensive reading successfully. Moreover, extensive reading benefits the students to develop their reading habit, discover pleasure in reading, as well as improve other skills in English. Keywords: digital reading, extensive reading, students’ perception
English Conversation Class (ECC) Untuk Menciptakan English Environment Di SMA Islam Nusantara (SMAINUS) Kurniasih Kurniasih; Nuse Aliyah Rahmati; Atik Umamah; Diah Retno Widowati
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 2, No 2 (2019): Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.17 KB) | DOI: 10.33474/jipemas.v2i2.2571

Abstract

The teaching of English in Indonesia has been started from elementary school until university level because students are expected to have good knowledge of English as the international language. In order to compete with people all over the world, English learners should be able to use English both in written and spoken form. The teaching of English in SMAINUS has been conducted in a fun way supported by the innovative teacher and interactive technique. Consequently, students have positive perceptions toward English and are more motivated to improve their English. However, there is no any English club, especially on English Conversation Club (ECC) that can facilitate students to do speaking practice outside the class to improve their productive skill rapidly. Therefore, this program is the starting point of ECC in SMAINUS. This paper aims at exploiting students’ perceptions of ECC program to create English environment.
Co-Authors Bambang Yudi Cahyono Cecep Kusmana Diah Retno Widowati Dzurriyyatun Ni'mah Erfa Navadiatul Ula Fitri Awaliyatus Sholihah Ika Hidayanti Kurniasih Kurniasih Kurniasih Kurniasih M. Affandi Arianto Merliyani Putri Anggraini Mukhamad Bayu Permadi Nur Mukminatien Nuse Aliyah Rahmati Ratih Novita Sari Safira Naila Farihah Sholihah, Fitri Awaliyatush