Garuda - Garba Rujukan Digital

EFL-Writing Activities Using WhatsApp Group: Students’ Perceptions during Study from Home Nur Muthmainnah; Badi'atul Azmina
LET: Linguistics, Literature and English Teaching Journal Vol 10, No 2 (2020)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v10i2.4122

This research aims to investigate writing activities using the WhatsApp group during the study from home amid the COVID-19 pandemic and students’ perceptions about it. It is a qualitative research, in which the data were analyzed descriptively. This research was carried out at the Sentence-Based Writing class at IAIN Salatiga, Indonesia, in April - June 2020. This research participant involved 30 students. The researchers utilized a questionnaire and documentation for data collection. After conducting the research, the results revealed various students’ perceptions. 63% of the total students possessed a positive perception toward the writing activities using the WhatsApp group, and the rest 37% of students’ preferred face-to-face meetings and perceived writing using WhatsApp group as boring, confusing, and distracting. After analyzing the WhatsApp group activities, at least five writing activities were conducted: sharing and explaining materials, discussing materials, composing sentences, editing sentences, and posting writing products. Thus, this research can definitely provide teachers with knowledge regarding students' perceptions and writing activities carried out in the WhatsApp group.

A Correlational Study of Digital Literacy Comprehension Toward Students' Writing Originality Nur Muthmainnah
Langkawi: Journal of The Association for Arabic and English Vol 5, No 1 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

This research was aimed to know how far the students’ understanding of digital literacy, to know how high the students’ writing originality, and to know the correlation between students’ understanding of digital literacy and students’ writing originality. Digital literacy is someone’s capability to use the digital device, receive, communicate process, evaluate, and share the information cognitively and technically. Originality is emphasized in writing because it is used as the measurement of the writers’ idea and creativity in writing. This research used correlational study to check the correlation between variable. The population of this research was the 2015th generation of English Education Department Students of IAIN Salatiga. It used cluster random sampling to decide the sample of this research. Class A was used as the sample of the research that consisted of 32 students. The data that was collected was analyzed using SPSS 20. Based on the data analysis, it resulted that r(count) 0.83 > r (table) 0.349. From the result, it can be concluded that there was positive perfect correlation between digital literacy understandings with student’s writing originality

OPTIMIZING CRITICAL THINKING SKILL THROUGH PEER EDITING TECHNIQUE IN TEACHING WRITING Nur Muthmainnah
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 7, No 1 (2019): Volume 7, Issue 1, April 2019
Publisher : STKIP Siliwangi

The objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique. Critical thinking skill should be strengthened in writing class to elicit the writing class problem. Applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. This research used descriptive qualitative method. It was conducted to the students of English Education Department students in paragraph based writing class. The writer took one of six classes as the sample of the research. The researcher used observation and documentation to know the description of the class situation. The data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. After the research conducted it can be drawn a conclusion that teaching writing using peer editing can optimize the students’ critical thinking skill. It was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. The mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90.

THE USE OF DIGITAL FEEDBACK ON ELSA SPEAK IN LEARNING PRONUNCITAION FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL Enni Erawati Saragih; Nur’aini Putri Tabrani; Nur Muthmainnah
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 1 (2021)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i1.1979

In learning English, students must be equipped with knowledge of good and correct pronunciation so that they can be a support for students in English pronunciation. One application that can be used to practice pronunciation by Artificial Intelligence is ELSA Speak. In ELSA Speak, students can learn the correct pronunciation generated from native speakers, and can practice their pronunciation and get digital feedback from ELSA Speak, and correct their pronunciation. Two main discussions were the implementation of digital feedback on Elsa Speak for students and the benefits of digital feedback on ELSA Speak in learning English. This research uses qualitative case studies, in which observation and semi-structured interviews were used as instruments in collecting the data. The result of the research shown that ELSA Speak can help students to learn how to pronounce some words, and this application can make the students be more confident when want to talk with English language.

THE USE OF DIGITAL FEEDBACK ON ELSA SPEAK IN LEARNING PRONUNCITAION FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL Enni Erawati Suragih; Nur’aini Putri Tabrani; Nur Muthmainnah
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 1 (2021)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i1.1937

In learning English, students must be equipped with knowledge of good and correct pronunciation so that they can be a support for students in English pronunciation. One application that can be used to practice pronunciation by Artificial Intelligence is ELSA Speak. In ELSA Speak, students can learn the correct pronunciation generated from native speakers, and can practice their pronunciation and get digital feedback from ELSA Speak, and correct their pronunciation. Two main discussions were the implementation of digital feedback on Elsa Speak for students and the benefits of digital feedback on ELSA Speak in learning English. This research uses qualitative case studies, in which observation and semi-structured interviews were used as instruments in collecting the data. The result of the research shown that ELSA Speak can help students to learn how to pronounce some words, and this application can make the students be more confident when want to talk with English language.

POSITIVE DISCIPLINE: SOLUTION TO BOOST STUDENTS’ SELF ESTEEM IN LEARNING ENGLISH AS FOREIGN LANGUAGE Nur Muthmainnah
ENGLISH Vol 15, No 2 (2021)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v15i2.5548

This theoretical concept is aimed to investigate how positive discipline is implemented in foreign language classroom and improve students’ self-esteem. As one of forms of classroom management, positive discipline expects long-term discipline planted in the learners’ behavior. There are five principles of positive discipline which can be implemented in language learning; Identifying long-term goals; Providing warmth and structure; Understanding child development; Identifying individual differences; Problem-solving and responding with positive discipline. The implementation of positive discipline which support classroom encouragement and confidence could improve learner’s self-esteem. By implementing the positive discipline, teacher also takes advantages on understanding more about his students’ character. In addition, learner would realize their long-term goal of learning foreign language which motivates them to be more active in the class.

POSITIVE DISCIPLINE: SOLUTION TO BOOST STUDENTS’ SELF ESTEEM IN LEARNING ENGLISH AS FOREIGN LANGUAGE Nur Muthmainnah
ENGLISH Vol 15, No 2 (2021)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v15i2.5548

This theoretical concept is aimed to investigate how positive discipline is implemented in foreign language classroom and improve students’ self-esteem. As one of forms of classroom management, positive discipline expects long-term discipline planted in the learners’ behavior. There are five principles of positive discipline which can be implemented in language learning; Identifying long-term goals; Providing warmth and structure; Understanding child development; Identifying individual differences; Problem-solving and responding with positive discipline. The implementation of positive discipline which support classroom encouragement and confidence could improve learner’s self-esteem. By implementing the positive discipline, teacher also takes advantages on understanding more about his students’ character. In addition, learner would realize their long-term goal of learning foreign language which motivates them to be more active in the class.

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