Articles
<![CDATA[PYGMALION: A STUDY OF SOCIO-SEMANTICS ]]>
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 2 (2010) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: This article discusses the novel Pygmalion by George Bernard Shaw (1957) which depicts Eliza, a flower girl from East London, who became the subject of an âexperimentâ by a Professor of Phonetics who vowed to change the way she spoke. The story is an excellent example of a very real and contextual portrait of how language, particularly socio-semantics, play a role in the achievement of communicative competence.]]>
<![CDATA[COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS ]]>
<![CDATA[Fika Megawati]]>;
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA) could successfully improve studentsâ ability in writing. The findings also reveal that comic stripsâ effective implementation requires proper stories as well as sufficient teacherâs guidance during the writing process.]]>
<![CDATA[Are The Graduate Students of English Language Teaching Program Ready To Teach The Undergraduates? ]]>
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education ]]>
Publisher : <![CDATA[Sebelas Maret University ]]>
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<![CDATA[According to the curriculum of the Graduate Program, Universitas Negeri Malang, the graduate (S2) students of the English Language Teaching program have to take teaching practicum in their third semester, where they have to teach the undergraduate students. In the past, they could choose and apply for the subjects that they wanted to teach, either skill or content courses. Since the academic year 2012, however, the practice has changed. The students no longer have to teach at the undergraduate program; instead they only have to do Peer Teaching with their classmates. In the past, graduate students were mostly teachers or lecturers of English; while currently they enrol at the Graduate Program straight after graduating from their undergraduate (S1) degree. Some of them are teachers of private courses, some are junior lecturers with 1-5 yearsâ experience, while the rest are fresh graduates who have nevertaught. Questions then arise: are these students ready to teach the undergraduates? What difficulties do they have in the teaching practicum? What do they hope to get from the course? This paper presents the results of my mini research concerning the readiness of the students to do the teaching practicum, and their hopes and expectations regarding the conduct of the Teaching Practicum Course. Data were taken from observations and questionnaire to 35 students from two classes of the 2014 cohort. Most of them stated that they still needed further lessons, especially in Classroom management and materials selection to equip them. This is in line with the writerâs observations which show that many of their practicum are still teacher-centered, and there is some apparent difficulty in time management. Some suggestions on improving the curriculum for the graduate program are provided.]]>
<![CDATA[Effect of story maps on EFL studentsâ achievement in writing narrative texts ]]>
<![CDATA[Rahmawati, Fardhila Sheli]]>;
<![CDATA[Cahyono, Bambang Yudi]]>;
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ Journal on English as a Foreign Language (JEFL) Vol 8, No 2 (2018): September 2018 ]]>
Publisher : <![CDATA[IAIN (State Islamic Institute) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v8i2.877
<![CDATA[The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the studentsâ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.]]>
<![CDATA[THE STUDENTSâ PERCEPTIONS TOWARDS AUTHENTIC MATERIALS FOR READING AND LISTENING ACTIVITIES ]]>
<![CDATA[Halim, Abdul]]>;
<![CDATA[Mukminatien, Nur]]>;
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ Getsempena English Education Journal Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[STKIP Bina Bangsa Getsempena Banda Aceh ]]>
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<![CDATA[AbstractThis paper was aimed at investigating the studentsâ perceptions towards authentic materials in reading and listening activities. In addition, this study also surveyed the studentsâ preferred materials for both listening and reading activities for future classes. The learning of English has been evolving from using traditional media to more advanced and technology-friendly media. One of the media that is very accessible with the support of wide internet access nowadays is online authentic materials. With all the benefits of authentic materials and the use of technology in classroom activities, an English teacher at SMAN 10 Samarinda had been utilizing authentic materials for the past semester. A case study design was employed. The case was considered unique that the school is eminence with good student intake and the quality of student outcomes in academic achievement. Based on a pilot study, there was a need of supplementing the materials with authentic texts. It was for three reasons; first, there was tendency from the students to underestimate the lesson because the lesson, for them, was easy. Second, the book was not enough to prepare them for the national exam (UN) and real communication. Third, they often ran out of materials when they only used the studentsâ book. The data was collected through questionnaires and semi-structured interview. The questionnaires were spread to 50 high school students from 2 accessible classes at the institution. After that, the data was analyzed. First findings from the questionnaire became the base for developing interview sessions with the students to get in-depth perspective of certain answers from them. The findings of how the students perceive the use of authentic materials were discussed. Finally, some suggestions to related significance were also proposed. Keywords: Authentic Materials, Listening, Reading]]>
<![CDATA[Penggunaan Whatsapp dan Aktivitas Personal Bio-Poem Dalam Pembelajaran Grammar ]]>
<![CDATA[Azahra, Firda Febriana]]>;
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 7: JULI 2021 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v6i7.14639
<![CDATA[Abstract: Learning Grammar nowadays is still delivered by providing explanation and tasks only. This research aims to provide classroom intervention by using WhatsApp and Personal Bio-Poem activity in Intermediate Grammar Class, Universitas Brawijaya. The research method utilizes Classroom Action Research (CAR). To collect the data, classroom observation and document analysis were used. The result revealed that the implementation of Personal Bio-Poem activity has aligned with CLT learning model and Bloom’s Learning Domain Taxonomy. Besides the implementation of Personal Bio-Poem, it is also evident that the use of WhatsApp group can help students’ personalize their Grammar learning.Abstrak: Pembelajaran Grammar saat ini masih banyak disajikan dengan memberikan pemaparan dan latihan soal. Penelitian ini bertujuan untuk memberikan intervensi tindakan kelas menggunakan WhatsApp dan aktivitas Personal Bio-Poem dalam Mata Kuliah Intermediate Grammar di Universitas Brawijaya. Penelitian ini menggunakan metode Tindakan Kelas (PTK). Untuk mengumpulkan data, digunakan obervasi kelas dan analisis dokumen. Hasil temuan menunjukkan penggunaan aktivitas Personal Bio-Poem memenuhi prinsip model pembelajaran CLT dan Bloom’s Learning Domain Taxonomy, sedangkan penggunaan aplikasi grup WhatsApp terbukti dapat membantu peserta didik dalam mempersonalisasi pembelajaran Grammar.]]>
<![CDATA[Improving Vocabulary Mastery of Elementary School Students by Using Storytelling Strategy ]]>
<![CDATA[Hany Noviya]]>;
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ EDUCATIO : Journal of Education Vol 5 No 3 (2021): February 2021 ]]>
Publisher : <![CDATA[STAI Miftahul Ula Nganjuk ]]>
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DOI: 10.29138/educatio.v5i3.318
<![CDATA[Vocabulary is the language resource for the students to construct a sentence. Despite the important role of vocabulary, studies about vocabulary teaching, especially for young learners, revealed that their vocabulary mastery was still unsatisfactory. The students at Class 5A SDN Lowokwaru 2 Malang also had similar problems. It was found out that there was a lack of a variety of teaching strategy which was interesting for elementary school students who are young learners. This current study was collaborative action research covering four stages: planning, implementing, observing, and reflecting. There were 34 students who participated in the current study. The study revealed that of storytelling strategy could improve the students’ vocabulary mastery. The average score of students’ vocabulary test at the end of Cycle 1 was 81.5. It indicated that 91.17% of the students had reached the criteria of success. The researcher did three stages in implementing storytelling strategy i.e. in pre-story stage, in-story, and post-story stage. Based on the research findings, the implementation of a storytelling strategy could improve the students' vocabulary mastery and participation in learning activities. It could be inferred that the storytelling strategy was successful in improving students’ vocabulary mastery. Keywords: vocabulary, storytelling strategy, young learner]]>
<![CDATA[PROFESSIONAL COMPETENCE OF ENGLISH TEACHERS IN INDONESIA: A PROFILE OF EXEMPLARY TEACHERS ]]>
<![CDATA[Mirjam Anugerahwati]]>;
<![CDATA[Ali Saukah]]>
<![CDATA[ Indonesian JELT Vol 6, No 2 (2010): Indonesian Journal of English Language Teaching Vol. 6 no. 2 October 2010 ]]>
Publisher : <![CDATA[Universitas Katolik Indonesia Atma Jaya ]]>
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DOI: 10.25170/ijelt.v6i2.170
<![CDATA[This study was conducted to find out the profile of exemplary English teachers at secondary schools. Data were collected through observations, interviews, and questionnaires. The study was conducted in four towns, covering exemplary teachers in one senior high school and three junior high schools. The subjects were exemplary in terms of their active participation in the Teachers' Forum (MGMP), and their roles in the professional development of both themselves and their colleagues. This study was done mainly to find out (1) the professional competences of the exemplary teachers in each town and (2) how they achieve the competences. The collected data were analyzed qualitatively by the usual process of sorting, coding, and analyzing. The findings reveal that the subjects in three of the four towns have all the four competences (subject matter, pedagogical, social and personal competences), with the personal competence being the most influential in shaping them as professional and exemplary teachers. From the findings a profile of the professional competences of the exemplary English teachers at secondary schools is developed. Keywords: professional competence, exemplary teacher, profile. ]]>
<![CDATA[Effect of story maps on EFL students’ achievement in writing narrative texts ]]>
<![CDATA[Fardhila Sheli Rahmawati]]>;
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ Journal on English as a Foreign Language Vol 8, No 2 (2018): Issued in September 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v8i2.877
<![CDATA[The purpose of this study was to investigate the effect of story maps used in process-approach on the achievement in writing narrative texts of junior high school students as perceived from their learning styles. A quasi-experimental design was implemented in seven meetings. Two existing second-grade classes of a junior high school in Malang City, East Java, Indonesia were selected to be experimental and control groups. The students in the experimental group were taught by using story maps when they followed process approach in writing narrative texts, while those in the control group were taught in the conventional method which was conducted through writing notes. There were 20 students in the experimental group and 13 students in the control group. Independent t-test was used to analyze the scores of both groups. The finding indicated that the difference is significant between the students’ scores in the experimental group and those in the control group in favor of the experimental group. The result also revealed that there is no significant difference in the achievement in writing narrative texts between the visual and auditory learners.]]>
<![CDATA[Interactive and interactional metadiscourse markers in research articles of Indonesian expert writers ]]>
<![CDATA[Dian Kustyasari]]>;
<![CDATA[Yazid Basthomi]]>;
<![CDATA[Mirjam Anugerahwati]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.1082
<![CDATA[Academic writing articles serve as the medium of communication among scholars to share knowledge and new inquiries and are made in such a way that the idea they deliver is both understandable and accepted. One essential action to accomplish this is by employing metadiscourse markers. Metadiscourse is viewed as an essential element of credible written texts created by students of ESL and native speakers, by which the intelligibility of communication in research articles can be accomplished through suitable discipline conscience, norms, and belief to track the writers’ pathway to academic promotions. Therefore, employing descriptive qualitative approach, this study aims at investigating the utilization of interpersonal metadiscourse markers and their functions in academic writing. Analysing discussion section of research articles written by Indonesian expert writers, the results show that the metadiscourse markers in the articles are found to be similar to the commonly used markers among academic community, including interactive and interactional markers. Moreover, the employment of markers in the articles reveal the functions of them to indicate relation between sentences, involvement of readers, existence of example, limitation of commitment to propositions, emphasis on general practice and certainty, and reference to the writer. HIGHLGHTS: The appropriate utilization of interactive and interactional metadiscourse markers in research articles indicates the international norm of academic writing. The Indonesian expert writer articles fulfill the intelligibility of communication in international research articles. The writing course in the universities needs to emphasize the essential functions of metadiscourse markers.]]>
