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All Journal AL-ISHLAH: Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Voices of English Language Education Society International Journal of Educational Research and Social Sciences (IJERSC)
Prapti Wigati Purwaningrum
Universitas Bina Sarana Informatika Jakarta
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom Euis Meinawati; Prapti Wigati Purwaningrum; Herlin Widasiwi Setianingrum; Sufi Alawiyah; Lia Nurmalia; Nurmala Dewi; Meiva Eka Sri Sulistyawati; Viviana Lisma Lestari
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (621.501 KB) | DOI: 10.35445/alishlah.v13i1.477

Abstract

Students have a different pattern in using the learning strategy. It is seen in their activity when they do the writing. The objective of this research was to observe the students’ pattern using metacognitive strategy in English Academic Writing learning through an online zoom application. The method used descriptive qualitative research. The data is taken from observation and survey from 20 participants who got the English academic writing subject in 2019/2020 academic years at English Program Study Universitas Bina Sarana Informatika. Analysis procedures include observation of activity patterns, identifying learning strategy patterns, categorizing, and strategy learning pattern analysis. The results showed that the students used metacognitive strategy in the academic writing process with different patterns. It can see from activity steps of the metacognitive strategy that is implemented in the class. Students’ activity pattern is planning, identifying, correcting errors, revising, rereading, monitoring, and evaluating. Metacognitive strategies had used by students to consciously control the writing activity because each segment of one’s stored world knowledge help students to create the story. The study's implication is managing students’ activity patterns when the teacher used the strategy learning. It has to be appropriate to students’ needs.
The Online English Extensive Reading Activities Using Google Classroom in Pandemic Covid-19 Euis Meinawati; Prapti Wigati Purwaningrum; Herlin Widasiwi Setianingrum; Sufi Alawiyah; Chodidjah Chodidjah
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.18360

Abstract

Abstract. The study purpose was to increase English extensive reading activities using google classroom in online learning process, especially in pandemic Covid-19 situation. This research is action research which used exploratory mixed method using Elliot model. Process of collecting data used observation, interview, diary note, and test. The technique of analysis data was reduction, presentation, and taking conclusion. The research finding show that google classroom has given significant impact on English extensive reading in the classroom. Some students think that it is easy to delivery assignment and correction of the task. They can do it out of class. It can be seen from the average score from reading test in pretest is 53 and posttest is 87. Therefore, integrating digital literacy with the reading learning is a big challenge for the learning and teaching process. Keywords: Extensive Reading, Google Classroom, Online Class, Covid-19
Increasing English Reading Comprehension Through Literary Text Extensive Reading Program Euis Meinawati; Sufi Alawiyah; Herlin Widasiwi Setianingrum; Prapti Wigati Purwaningrum; Chodidjah Chodidjah
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.4986

Abstract

The research objective is to improve reading comprehension skills through an extensive program of reading literary texts. It used a mixed method. Research participants are 5th-semester students who receive extensive reading (2) courses in the 2020-2021 academic year at Universitas Bina Sarana Informatika Jakarta as many as 70 students. There are two data used in this study, namely 1) qualitative data taken using a questionnaire. Qualitative data were analyzed using transcribed and encoded, organized, categorized, and taking concluding. 2) Quantitative data were taken from the pre-test and post-test. The test data were analyzed using a t-test. The results of the study show that overall an extensive reading program with literary texts has an impact on improving English reading comprehension. Students also have a positive perception of the extensive reading program because they can build interest in reading and reading habits
The Effectiveness of YouTube as an E-Resource on Students’ Writing Learning Euis Meinawati; Prapti Wigati Purwaningrum; Sufi Alawiyah; Herlin Widasiwi Setianingrum
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2790

Abstract

The purpose of this research was to find out the effectiveness of YouTube as an electronic learning resource in English writing learning. An exploratory mixed method was used in this study. Research instruments included tests, observations and questionnaires. The participants in this study were all third-semester English majors at Bina Sarana Informatika University in Jakarta. The participants were 100 students that were taken randomly. The researcher collected the data from September until December 2021. The result of the English essay writing test was analyzed by using a t-test. The observation was be done during the learning process and the questionnaire used to get students' input about the effectiveness of YouTube as an e-resource.    The results of the study concluded that YouTube as an e-resource has a positive impact on the ability to write English essays. The test results before and after implementing YouTube as an e-resource were t-stat (8.76) t-table (2.022), which means Ho was rejected and H1 was accepted. While the Pearson correlation was 0.732. Students also gave a positive view of the use of YouTube during essay writing activities. This can be seen in the average value which was dominated by strongly agreed answers. This study concluded that learning resources for writing should be presented as learning resources that involve audio-visual and interesting so that story ideas can be developed.
Students’ Stage Fright Symptoms in English Public Speaking Class Euis Meinawati; Prapti Wigati Purwaningrum; Sufi Alawiyah; Chodidjah
International Journal of Educational Research and Social Sciences (IJERSC) Vol. 4 No. 2 (2023): April 2023
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i2.622

Abstract

The purpose of this research is to find out the symptoms of stage fright in students in English public speaking classes. The study approach uses a qualitative survey consisting of four open-ended questions. The data in this study were taken through direct observation of English public speaking classes, document reports on the progress of students learning public speaking from the teacher and interviews. The data analysis procedure was carried out in three stages, including 1) data reduction, which is the process of collecting data according to the focus of the research, 2) presenting data through the process of categorizing data, classifying and analyzing the process, and 3) drawing conclusions to find out the results. solving research problems. The results of the data analysis concluded that there were two general symptoms associated with student stage fright during public speaking class practice, namely physiological symptoms and cognitive symptoms. Thus, the teacher should be able to direct students to apply strategies to overcome speaking anxiety such as increasing preparation and practice. These findings have implications for teachers' understanding of the concept of the importance of understanding the character of students' anxiety in practicing English public speaking in class, so that teachers can choose learning methods or techniques that are appropriate to students' anxiety levels
Co-Authors Akrom, Akrom Chodidjah Chodidjah Chodidjah Euis Meinawati Herlin Widasiwi Setianingrum Lia Nurmalia Meiva Eka Sri Sulistyawati Sufi Alawiyah Viviana Lisma Lestari