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All Journal EXPOSURE JOURNAL ETERNAL(english, teaching, learning, and Research Journal) ELLITE: Journal of English Language, Literature, and Teaching Research and Innovation in Language Learning ELTR Journal Dedication : Jurnal Pengabdian Masyarakat
Anita Fatimatul Laeli
Universitas Muhammadiyah Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Vocabulary Acquisition Through Expository Texts Laeli, Anita Fatimatul
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.735 KB) | DOI: 10.32528/ellite.v1i1.160

Abstract

This paper is based on a study on students’ vocabulary acquisition after reading in the same topic. The aim of this study is to find out the effect of applying Narrow Reading on the students’ vocabulary acquisition. The data were the students’ vocabulary test results which were analyzed to see the progress after five - times treatment. The results reveal that the students’ vocabulary acquisition increased as shown by the improvement of on word knowledge in term of spelling, word meaning, part of speech and word production.Keywords: narrow reading, vocabulary acquisition, incidental learning
READING DIGITAL TEXT AS A NEW LITERACY IN ELT: TEACHERS' PERCEPTION & PRACTICES Anita Fatimatul Laeli; Slamet Setiawan; Syafi'ul Anam
ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 2 (2020)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V62.2020.A9

Abstract

Technological developments in the 21st-century impacted teaching and learning English. one of the impacts of this technological development is reading activities and competencies, reading experienced a phase of change from printed text to digital text. The change from Printed text to digital text requires new literacies, such as locating information and synthesizing online information. This study aims to investigate teachers' perceptions of reading digital texts in ELT. About twenty-three ELT teachers, both in junior and senior high schools around East Java, were involved in this study. An online open questionnaire was distributed to portray ELT teachers' attitudes, knowledge, and practices in reading digital text. The study reveals that all teachers have a positive attitude toward the practice of reading digital text. However, most teachers have misconceptions about knowledge and practice in implementing reading digital text activities.  Surprisingly, all teachers in this study claimed that they never received a particular workshop to read digital text activities for English class.  Hopefully, this study's result could contribute to the ELT curriculum in responding to the need to facilitate the new literacy in (online) reading and teacher professional development to develop teachers' reading digital text competencies. However, teachers as facilitators in classroom learning activities must recognize new literacy in online reading (especially reading digital text) to help students achieve reading competence in today's digital-based information era. 
ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASS: ITS FREQUENCY, STUDENTS’ PERCEPTIONS AND PREFERENCE Anita Fatimatul Laeli; Slamet Setiawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 2 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i2.2785

Abstract

The objective of this qualitative study is to investigate kinds of corrective feedback used by the English lecturer in speaking class at English Department in one of private University in Jember. Further, this research also investigate how the students’ perception and preference lying on their speaking proficiency toward the corrective feedback which is dominantly used by the lecturer. Based on the analysis taken from questionnaire given to 30 students of English Language Education department, it was found that (1) recast, repetition and clarification request are commonly used in the class. And (2) according to the students’ perceptions, repetition is the effective feedback that engage the students to improve their speaking skill. Last (3) the students prefer to get repetition and explicit correction as the feedback in the speaking class.
Behaviorism: Psychological Theory of Learning Anita Fatimatul Laeli
ELLITE Vol 5, No 2 (2020): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i2.3265

Abstract

Learning theory is a very fundamental, systematic and comprehensive understanding of the process of how people particularly students, learn. Learning theory is much influenced by psychological theories. One of them is behaviorism theory. This theory believes that learning is a change in a person's behavior and that behavior can be observable and measured.  This article aims to discuss the key concept in behaviorism, important figures in behaviorism, and how it is implemented in learning activity in the classroom. There are four concepts of behaviorism theory that are formulated by different psychologists; connectionism, classical conditioning, contiguous conditioning and operant conditioning.  Every concept has different perspective on how the process of behavior change as a result of learning. However, in their implementation of activities, they have the same focus on learning activities; stimulus and response. The discussion of this paper starts with the key concept of behaviorism from different experts. Then, followed by how behaviorism implemented in the learning which can be in the form of teaching activities and assessment. Learning activities that may be the implementation of behavioristic theory include learning using PowerPoint and multimedia, or evaluation of learning that requires true and false answers /yes or no question. This paper is expected to give a clear insight for educators in understanding and implementing behaviorism as psychological theory of learning.
VOA Video Materials for Listening Class: An Attempt in Engaging Students' Listening Skills Anita Fatimatul Laeli
Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v4i1.3980

Abstract

This case study is aimed to describe the implementation of VOA learning English materials for listening class. Twenty-one participants involved in this study were selected based on the teacher's recommendation and the level of English proficiency, especially in listening. The data were collected using a listening test, fieldnote, and questionnaire. Based on the analysis, it revealed that students' listening scores do not reach the criterion standard of the school; it still categorized low. However, the implementation of VOA engages the students to actively participate in listening activities. They also highly motivated to learn English and to have more practice in listening comprehension. Further, the students give positive responses to the use of video taken from the VOA Learning English program to improve their listening skills. As a consequence, the teacher needs to upgrade their ability to use technology and able to select appropriate materials for the students. 
Pelatihan Strategi Peningkatan Literasi Membaca Teks Digital (Reading Digital Text) Anita Fatimatul Laeli; Dzarna Dzarna
Dedication : Jurnal Pengabdian Masyarakat Vol 6 No 2 (2022)
Publisher : LPPM Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/dedication.v6i2.820

Abstract

Perkembangan ilmu pengetahuan dan teknologi menuntut guru untuk mengintegrasikan berbagai teknologi untuk mengembangkan keterampilan membaca siswa, salah satu implikasinya adalah perubahan moda membaca dari membaca teks cetak ke membaca teks digital. oleh sebab itu, guru membutuhkan peguasaan literasi membaca teks digital untuk membantu siswa memiliki kemampuan untuk menyaring dan mengelola informasi yang mereka dapatkan dari penggunaan teknologi. Metode pelaksanaan Program kegiatan ini berbentuk pelatihan dengan 2 topik utama yaitu materi literasi membaca teks digital dan strategi mengajarkan literasi membaca teks digital didalam kelas.Hasil dari program kemitraan adalah 1) guru mempunyai pemahaman yang tepat tentang kemampuan literasi membaca teks digital yang harus dimiliki baik oleh guru maupun peserta didik pada abad pembelajaran abad 21. 2) guru dapat mempraktekkan strategi untuk mengajarkan literasi membaca teks digital untuk peserta didik dikelas. Luaran dari kegiatan ini adalah artikel ilmiah yang dipublikasikan di jurnal pengabdian Nasional, laporan kegiatan dan dokumentasi kegiatan.
PROBLEM-BASED LEARNING AS A METHOD TO IMPROVE SENIOR HIGH SCHOOL STUDENT’S READING COMPREHENSION IN ENGLISH Husnur Rosyidah Aulia; Anita Fatimatul Laeli; Siti Ulwiyah
ELTR Journal Vol. 7 No. 2 (2023)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v7i2.171

Abstract

In the current curriculum in Indonesia where it aimed to be more student-centered, the implementation of Problem-Based Learning is heavily reinforced. This is because how Problem-Based Learning is not just about being student-centered, but also because it encourages students to be problem solvers and learn through their understanding. This paper aims to see how Problem-Based Learning can affect the students’ reading comprehension in class. Classroom Action Research is chosen in this study. The participants were 30 students of the Senior High School English classes in Ambulu. Based on the findings, the Problem-Based Learning method could potentially become an effective method for students as there is a significant change between the first cycle and the second cycle of the use Problem- Based Learning method in the class. The improvement shown is that almost all of the students had their scores improved in the reading comprehension test after the implementation of Problem-Based Learning.
Co-Authors Dzarna Dzarna Husnur Rosyidah Aulia Siti Ulwiyah SLAMET SETIAWAN Syafi'ul Anam