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All Journal Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal English Review: Journal of English Education JEES (Journal of English Educators Society) Indonesian Language Education and Literature Journal of English Literacy Education Sriwijaya University Learning and Education International Conference AL-ISHLAH: Jurnal Pendidikan ENGLISH FRANCA : Academic Journal of English Language and Education Tadbir : Jurnal Studi Manajemen Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Linguistic, English Education and Art (LEEA) Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) VELES Voices of English Language Education Society Linguists: Journal of Linguistics and Language Teaching ENGLISH FRANCA : Academic Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics Jurnal Pendidikan Progresif Indonesian Journal Of Educational Research and Review Studies in English Language and Education
Machdalena Vianty
Universitas Sriwijaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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USING TALKING CHIPS TECHNIQUE TO IMPROVE SPEAKING ACHIEVEMENT OF 11th GRADERS OF ONE SENIOR HIGH SCHOOL IN INDRALAYA UTARA PURWASIH, NANIK; VIANTY, MACHDALENA; SITINJAK, MARGARETHA DINAR

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USING TALKING CHIPS TECHNIQUE TO IMPROVE SPEAKING ACHIEVEMENT OF 11th GRADERS OF ONE SENIOR HIGH SCHOOL IN INDRALAYA UTARA
USING MULTIFUNCTIONAL FOLKLORE CARD TO ENHANCE NARRATIVE READING ACHIEVEMENT OF THE TENTH GRADERS BELLA, RISKA; INDERAWATI, RITA; VIANTY, MACHDALENA

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The objectives of this study were (1) to find out whether or not there was a significantdifference in students’ narrative reading achievement before and after they were taught byusing multifunctional folklore card and Paragraph Shrinking strategy and (2) to find outwhether or not there was a significant difference in students’ narrative readingachievement between those who were taught by using multifunctional folklore card andParagraph Shrinking strategy and those who were not. This study was conducted by usingquasi experimental and non-equivalent control group design was applied. The populationwere the tenth graders of MAN Sakatiga Indralaya and the sample of this study was 82students of two classes, which were divided into control group and experimental group.The data were collected using a set of reading test which consist of 30 multiple choicequestions for pretest and posttest. The data obtained were analyzed by using t-test: pairedsample t-test and independent sample t-test. The result of paired sample t-test showed themean score of pretest in experimental group was 53.70 and the mean score of posttest was74.70 (mean diff=21.00 and ρ.value=.000), it means that there was a significant differentin narrative reading achievement before and after they were taught by usingmultifunctional folklore card and paragraph shrinking strategy. Furthermore, based on theresult of independent sample t-test, it revealed that the result of posttest control was 49.34and experimental group was 74.70 (mean diff=25.36, and ρ .value=.000), so there was asignificant difference in reading achievement between the students who were taught byusing MFC and paragraph shrinking strategy and those who were not. In conclusion, therewas an enhancement of students’ narrative reading achievement by using multifunctionalfolklore card and paragraph shrinking strategy.
DEVELOPING PISA-BASED READING MATERIALS IN INDONESIAN CONTEXT IN THE FORM OF CONTINUOUS TEXT Selvina, Dita; Inderawati, Rita; Vianty, Machdalena
Sriwijaya University Learning and Education International Conference Vol 3, No 1 (2018): 3rd-SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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The aim of this study was to develop PISA-based reading materials in Indonesian context in the form of continuous text. The subject of this study was tenth grade students at SMA N 1 Belitang. The procedure of the study consisted of three stages such as analysis, design, and evaluation. Instructional materials, students' need, learning environmental, and students' reading level were analyzed. The results of the analysis became the basis for designing the product development. Formative evaluation was conducted to see the validity, practicality, and whether or not the developed product had potential effect to the students. Validity was evaluated in expert review phase for its content, instructional design, and language. The product was stated to be very highly valid (3.5). The practicality was evaluated in one-to-one evaluation and small group phases. The results showed that the product was highly practical since the average score in both phases were 2.7 and 2.8, respectively. Field test phase aimed to evaluate whether or not the develop product had potential effect. The judgment of potential effect was seen from the mean score of the students in the field test. The results showed that the average score of the English version was 78 and the average score of Bahasa Indonesia version was 83. It means that PISA-based reading materials in Indonesian context in the form of continuous text was categorized as very had high potential effect to the students.
Students’ Engagement in Utilizing Technology For Learning Support Inderawati, Rita; Sofendi, Sofendi; Purnomo, Mulyadi Eko; Vianty, Machdalena; Suhendi, Didi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 02 (2019)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1111

Abstract

ABSTRACT: The research is aiming at exploring the utilization of technology at both Faculty of Teacher Training and Education, Sriwijaya University and Faculty of Arts and Education within Deakin Universit.The data was collected through the interview with the lecturers and also the field observation. On this faculty, the BI learning program is organized in two modes: on campus and off campus. Based on the observation and interview, it could be identified that 1) Learning activity: Mode off campus 2) Classroom Management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) Devices utilized by the students were hardware and software with certain specification, 4) Application/software utilized was adopted package software, 5) Learning material was developed by the instructors, 6) Supported crew was the IT staff, and 7) Instructur in the learning activity was still required with different role as the learning material developer. Keywords: engagement; technology; learning support
LANGUAGE LEARNING BELIEFS OF INDONESIAN ENGLISH EDUCATION STUDY PROGRAM STUDENTS Amrullah, Amrullah; Vianty, Machdalena; Fiftinova, Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5912

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Abstract: This study aimed to investigate students? beliefs about language learning. BALLI (Beliefs About Language Learning Inventory) was administered to a total of seventy five first year students of English Education Study Program, Faculty of Teacher Training and Education within Sriwijaya university in South Sumatera, Indonesia. The findings showed that  among the five categories of BALLI, the beliefs associated with motivation were the strongest, while those associated with the difficulty of language learning are the weakest. The findings also support significant difference in motivation associated with gender. Key words: language learning beliefs, motivation, Indonesian college students
USING LOCAL CULTURE AS TEACHING MATERIALS FOR IMPROVING STUDENTS’ READING COMPREHENSION Wulandari, Ayu Apriyesi; Vianty, Machdalena; Fiftinova, Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5907

Abstract

Abstract: The objectives of this study were to find out whether or not there were significant improvements in descriptive reading comprehension achievement after the students were taught by using local culture materials and between the students who were taught by using local culture materials and those who were not. This study was a quasi-experimental research method that applied non-equivalent control group research design. The population of this study was the tenth-grade students of a private senior high school in Palembang in the academic year 2017-2018 and the number of sample was 70 students, who were selected by using a convenience sampling technique. A reading comprehension test was used to collect the data which were analyzed statistically by using paired and independent sample t-tests. The results of this study revealed that there was a significant improvement in descriptive reading comprehension achievement and the aspects of reading comprehension after the students were taught by using local culture materials. There was also a significant difference in descriptive reading comprehension achievement between the students who were taught by using local culture materials and those who were not. Therefore, it can be concluded that local culture can be used as teaching materials for helping students to improve their reading comprehension.Keywords: local culture materials, descriptive text, reading    comprehension, ten graders
STUDENTS’ SPECIFIC COMPREHENSION SKILLS IN ENGLISH BASED ON SCHOOL LOCATIONS, GRADES, AND GENDER Mirizon, Soni; Diem, Chuzaimah Dahlan; Vianty, Machdalena
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9799

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Having good English proficiency is a necessity in the 21st century and students’ comprehension skills must be identified before any teaching is done. Studies that investigate students’ comprehension skills have been conducted over years but the one related to students’ specific comprehension skills in terms of their school locations, grade levels, and gender has not been much discussed. This study aims at investigating 355 junior high school students’ specific comprehension skills as measured by 18 assessments of Warncke Informal Comprehension Assessment (WICA) Instruments (Warncke Shipman, 1984) based on their school locations (City-based District—CBD, the district which has all levels of education—ALED, and underprivileged-based district—UBD) of Palembang City, grade levels (7th, 8th, 9th) and gender in a developing country context. The findings show that students’ comprehension achievement is in average level with those from CBD neighborhood have better mean score than those from the other two locations respectively and higher graders have higher achievements. In terms of gender, females is better than that of males. While the highest students’ achievements are on multiple meanings and context and details, the lowest one is on affixes, and the most influential factors on comprehension are school locations and grades. These results lead to the conclusion that students’ comprehension should be enhanced and good school environment provided. It also suggests that the degree of difficulty of the materials match students’ grade-level and students be taught using more innovating strategies to achieve the best comprehension and eventually applicable outcome.   
Technological knowledge application on academic writing English education study program students Irfan Irfan; Sofendi Sofendi; Machdalena Vianty
English Review: Journal of English Education Vol 9, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3788

Abstract

Technological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting.
TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PERCEPTION OF ENGLISH EDUCATION STUDENTS Mitha Septiyanti; Rita Inderawati; Machdalena Vianty
English Review: Journal of English Education Vol 8, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2114

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Abstract: Technological Pedagogical and Content Knowledge, abbreviated as TPCK or TPACK, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. This study aims to find out the TPACK perception of English Education students at Lampung University, the way the students obtain TPACK in learning, and the role of lecturers in assisting the students to obtain TPACK in learning. By applying a mixed method, questionnaire and interview were used to gather the data. 225 English Education undergraduate students in academic year 2018/2019 and 3 lecturers participated in this study. As result, the TPACK perception of the students was generally good as the score of all domains measured (Technological Knowledge/TK, Technological Content Knowledge/TCK, Technological Pedagogical Knowledge/TPK, Technological Pedagogical Content Knowledge/TPCK, and Technology-related Learning Experiences/TLE) was 722.1. Moreover, the students obtained TPACK by observing lecturers teaching in the classroom and doing self-learning with internet as media. Further, it was found that there were five roles of the lecturers in assisting the students to obtain TPACK in learning, namely provider, model, controller, facilitator, and motivator.Keywords: TPACK; English dducation students; role of lecturers; students’ learning; ICT.
TEACHERS’ ATTITUDES AND PROBLEMS OF USING ICT IN TEACHING EFL Arif Aminullah; Bambang Apriady Loeneto; Machdalena Vianty
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2324

Abstract

The implementation of ICT is very important in education. By using ICT, the process of teaching and learning is more effective and efficient. The objectives of this research were (1) to find out the attitudes of English teachers of public senior high schools in Palembang towards the use of ICT in the process of teaching and learning English, and (2) to find out the problems that commonly faced by English teachers towards the use of ICT in the process of teaching and learning English. This research was conducted at 16 public senior high schools in Palembang. There were 19 respondents who were selected by using ‘purposive sampling’ technique. The data were collected by using questionnaire, interview, observation and documentation. The obtained data were analyzed in descriptive statistics. The statement checklist which used Likert scale was presented in the form of percentage while the results of answering descriptive questions was reported descriptively. The results showed that the attitudes of the teachers towards the use of ICT in the process of teaching and learning English were positive. However, some of them still faced many problems such as lack of ICT equipments, lack of competency, and also unsupported regulation from institution. Therefore, the facilities and infrastructures in each school and also the teachers’ ability and knowledge about the use of ICT need to be increased.
Co-Authors A.A. Ketut Agung Cahyawan W Ahmad Zainudin Amrullah Amrullah Anita Agustin Aresti Randika Arif Aminullah Arko Nica Ayu Agustina Bambang A Loeneto Bambang A. Loeneto Bambang Apriady Loeneto BASTIAN SUGANDI Chuzaimah D. Diem Chuzaimah Dahlan Diem, Chuzaimah Dahlan Dian Eka Sari Didi Suhendi Didi Suhendi Didi Suhendi Didi Suhendi, Didi Dio Resta Permana Eka Barahma Putri ELMA FATHMAWATI Erlina Erlina Erlina Erlina Ermalati Putri Fatimah Tuzahra Fiftinova Fiftinova, Fiftinova Gita Loveta HAFSAH RIZQIYAH Harli Zadtyi Ida Rosmalina Irfan Irfan Ismail Petrus Luluk Aulia Aghni Margaretha Dinar Sitinjak, Margaretha Dinar Medio Lailatin Nisphi Mgrt. Dinar Sitinjak Mitha Septiyanti Mulyadi Eko Purnomo Mulyadi Eko Purnomo, Mulyadi Eko NANIK PURWASIH, NANIK Nemisis Dahnisah Argasetra NOVIA RABBANI Nur Azizah Nur Azizah Nurhayati Nurhayati Nurhayati Nurhayati Nurvira Wardayani Octa Risfa Ria Ringkisa Rahmawati Umbara Rena Sylvia Resty Wiranda Riska Bella, Riska Rita Hayati Rita Inderawati Sadrah Ihsani Sary Silvhiany Selvina, Dita SEPTY ANGGRAINY Shella Monica Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Ulfah Oktaviani Utami Kusuma Ningtyas Wulandari, Ayu Apriyesi Zahra Alwi Zuraida Zuraida Zuraida Zuraida