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All Journal Jurnal Ilmiah Lingua Idea Journal of Advanced Multidisciplinary Research Studies in English Language and Education
Elok Widiyati
Universitas Islam Sultan Agung
Religion Aerospace Engineering Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Earth & Planetary Sciences Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Nursing Public Health Social Sciences

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The Application of Questioning Skill as a Scientific Approach in Microteaching Practice Elok Widiyati
Journal of Advanced Multidisciplinary Research Vol 1, No 2 (2020): December 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (252.928 KB) | DOI: 10.30659/jamr.1.2.106-120

Abstract

This study aims to know the pre-service teachers’ skill in teaching by using scientific approach for providing their teaching performance in Internship Program 3. The population of this study was the students of English Education Study Program. Meanwhile, the sample of this study was the students of sixth semester taking Microteaching. This study used qualitative descriptive research. The steps of this study were collecting the data from the sample containing observation and questionnaire. Besides, the data analysis method of this study was data collection and tabulation, they were coding and arranging the data. Hence, the arranged data was interpreted descriptively. The specific goal of this study was to know how the students applied their potential in questioning skill while practicing Microteaching. From the result of question lists in teaching scenario created by the students of Microteaching, it can be concluded that not all of six types of questions were applied by the students. Only four types of questions, they were direct question 34.2%, general and open questions 28.1%, rhetorical question 10.3%, and factual question 27.4%. In other hand, for the types of feedback questions and leading questions were not used at all by the students. For the three main aspects of difficulties faced by the students in questioning aspect skill were the conducive teaching atmosphere 16%, improving students’ activity 14,2%, and the overall spread questions 13.5%.
local wisdom photos as adapted materials in teaching english elok widiyati
Jurnal Lingua Idea Vol 8 No 1 (2017): Juni
Publisher : Faculty of Humanities, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.841 KB)

Abstract

Students’ text books mostly contain the materials which do not show the local wisdom and also they do not include sufficient language elements as one of the keys in English learning. So that is why teachers have to innovate the teaching materials in order to combining the language skills, language elements, as well as the local wisdom. Adaptation is one of the most effective innovation which can be done by the teachers to integrate between teaching materials and students’ sociocultural condition. Hence, it is very important for them in adjusting the teaching material to the students’ internal and external factors. The teachers can choose certain local wisdom to be inserted in their teaching materials in this qualitative study such as tourism, culinary, and batik. Those materials can be downloaded from the internet and the usage should be considered to the language skills and students’ grade.
How do Students Perceive Guided Writing in Learning Descriptive Text? Fardatun Isnaeni; Mega Mulianing Maharani; Elok Widiyati; Nur Ekaningsih
Journal of Advanced Multidisciplinary Research Vol 3, No 2 (2022): December 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.3.2.128-136

Abstract

The purpose of this study was to investigate how students perceive about guided writing as a means of learning descriptive text. Descriptive quantitative method was employed, and a questionnaire served as the data collection tool. Seventy ninth graders from one school in Central Java made up the study's sample. The questionnaire has 16 questions broken down into 4 categories: the effectiveness of the timing, the easiness of using correct spelling, the support from the teacher, the benefits of guided writing. The data analysis showed that students had a favorable impression of guided writing. It also demonstrated the usefulness of guided writing as a teaching method for writing a descriptive text.
Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities Hartono Hartono; Elok Widiyati; Choiril Anwar
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.958 KB) | DOI: 10.24815/siele.v10i1.26021

Abstract

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc.  It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.
Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities Hartono Hartono; Elok Widiyati; Choiril Anwar
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26021

Abstract

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc.  It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.
KWL Strategy in Students’ Reading Comprehension of Descriptive Text Riza Nurcahyani Sutadi; Mega Mulianing Maharani; Choiril Anwar; Elok Widiyati
Journal of Advanced Multidisciplinary Research Vol 4, No 2 (2023): December 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.4.2.68-75

Abstract

This study focused on the KWL (Know-Want-Learned) strategy in students’ reading comprehension of descriptive text. The objective of this study was to find out how the KWL strategy could improve students’ reading comprehension of descriptive text. The design of the research was collaborative classroom action research. This research was conducted in two cycles; each cycle consisted of planning, action, observation, and reflection. By using the purposive sampling technique, the students in XD of a certain school in Semarang were selected as the sample of this study. The sample consisted of 30 students, 20 females and 10 males. The researchers used an observation sheet and a test to collect the data. The result showed that the KWL strategy was a way of teaching reading comprehension of descriptive text. Based on the test score, in cycle one, there were 50% students who achieved a minimum standard score, and in cycle two, 90% students achieved a minimum standard score. Thus, it could be concluded that the KWL strategy could improve students’ reading comprehension of descriptive text in the way of helping students to reach the minimum standard score. 
Co-Authors Anwar, Choiril Fardatun Isnaeni Hartono Hartono Nur Ekaningsih Riza Nurcahyani Sutadi