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Reflecting Experiences on Using Blended Learning: A Self Narrative Inquiry Research Farani, Rizki
Jurnal Kiprah Vol 9 No 2 (2021): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/kiprah.v9i2.3519

Blended learning (BL) has widely implemented in higher education setting. However, the application of BL presents a wide range of variation. BL is conducted based the consideration of modalities, methods and instruction. As the impact, each instructor has different strategies in applying BL. Therefore, it is important to explore BL practices in order to recognize strength and weakness of BL in different context. In this self-narrative inquiry research, I would like to narrate my personal experience in implementing BL on some theoretical courses in a bachelor program. The stories cover my BL practices from 2015 until 2019 which explain about modalities, methods and instructions selections. In narrating my stories, I highlight benefit and challenges of every BL practice to emphasize personal reflection from past, present and future events. By connecting three life events, I offer a reflection on how to select effective BL practice based on technical considerations, teaching strategies and instructional design. The reflection is expected to provide a reference for educators in designing blended learning for higher education.

STUDENTS MOTIVATION TOWARDS GLOBAL ASSESSMENT CERTIFICATE CURRICULUM: A SURVEY STUDY Uswatun Hasanah; Rizki Farani
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 2 (2020): October 2020
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v23i2.2487

This paper aims to identify motivation of students to learn English as Foreign Language for Global Assessment Certificate (GAC) curriculum in international private high school in Yogyakarta. There were 46 GAC students from grade X, XI and XII involved in this study. The level of motivation was measured by using Attitude/ Motivation Test Battery (AMTB), consists of 5 domains, desire to learn English, attitudes toward learning English, the interest in foreign language, language class anxiety and language use anxiety. The results show that the motivation of the students to learn English as EFL was at high and moderate level. The students are able to speak English well but they need improvement on self-confidence in English. The survey implies that students well perceived English as an important means for their carrier prospects and way to enhance their knowledge.

Learning Theories In Instructional Multimedia For English Learning Rizki Farani
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4439

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application.Key Words: Learning theories, Instructional multimedia, English learning

The Utilization Of Instructional Multimedia For English Learning Rizki Farani
Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i1.4462

Technology is one of the instructional components in almost all teaching and learning processes, including English learning. However, the utilization of technology in English Learning needs specific methodological procedures to develop appropriate media for students. This paper will discuss about the utilization of instructional multimedia in English learning by describing the concept of multimedia, instructional multimedia in English learning and the application of instructional multimedia utilization in the class. The application is based on a research, conducted in STAIN (State Islamic Institute) Samarinda in March 2012. The research involves several procedures in using multimedia in Reading class. The media is CD product, developed by using software Macromedia Flash 8 and Cool Edit Pro.

The Evaluation Of Instructional Multimedia Product For English Learning Rizki Farani
Journal of English and Education (JEE) Vol. 7 No. 2 (2013): VOLUME 7 NO 2 DECEMBER 2013
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v7i2.4472

Evaluating the tools that we use to share materials is important to improve the quality of learning. There are some media that we can evaluate, for instance: power point presentation, CD product, online learning, pictures, audio, etc. These media are evaluated from some perspectives, for example: the hardware/software, display of content and effectiveness in learning. In this paper, media evaluation will discuss the evaluation process of instructional multimedia product about reading comprehension in English proficiency course for college students. The product will be evaluated from the content (material, assessment test, language use, etc) and technical problems (font size of the display, color of pictures, etc). The product is developed by author by using software macromedia flash 8 (Gay, 2001:1). In previous research, this product had been validated by media and content expert and had been used to teach reading comprehension in English proficiency class. The result of the research, conducted in 2012, showed that the usage of product in learning English was good to improve students' achievement in learning. Now, author wants to evaluate the product to improve the content and revise some technical issues based on students input that is gathered by using simple questioners, designed by author and validated by media expert. It is expected that this paper can describe specifically about how to evaluate learning media in English course.Keywords: Evaluation, Instructional media, English learning

Instructional Design For Students With Visual Impairments In English Learning Rizki Farani; Widya Aryanti
Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i2.5617

Mastering English has become one important skill for students in higher education, especially in university level. As the impact, every university provides English program for students in the faculty or language center. However, not every student can master English fast, for example: students with visual impairments. Students with visual impairment are a group of students who have visual problem; either it is low vision or blind. Students with visual impairment need different approach in learning English. This condition motivates lectures to adapt specific instructional design to support classroom activities. There are 4 important components in designing instructional design for students with visual impairment, such as students' characteristics, learning objective, method and assessment. The design should be adapted to fully support their inclusion in the classroom. By designing instructional design for students with visual impairments, it is expected that they will be able to comprehend the material and to increase their motivation in learning English. This paper aimed to understand appropriate instructional design for students with visual impairment. This paper also provides study cases in Inclusion English Class at university level where students with visual impairment and sighted students study at the same classroom. By discussing this issue, it is expected that every lecture recognize basic characteristics of students with visual impairment and choose the appropriate instructional design to accommodate all character of students.

CONSTRUCTING ICT COMPETENCE OF PRE-SERVICE EFL TEACHERS THROUGH BLENDED LEARNING APPROACH Rizki Farani; Egista Pregi Fatimaghribi
Jurnal Sosioteknologi Vol. 18 No. 3 (2019)
Publisher : Fakultas Seni Rupa dan Desain ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/sostek.itbj.2019.18.3.11

This research is to evaluate the use of blended learning in English Language Education Program, University of Islam Indonesia. The aim of this research is to describe and evaluate the implementation of blended learning to enhance ICT competence of pre-service EFL teachers in developing instructional media. The research involved 125 pre-service English teachers in Learning, Media and Technology course. During the course, blended learning process was divided into offline meeting for theoretical discussion and media project consultation; and online meeting for material designing and practicum. The data, obtained from March 2018 to April 2018, present several information; a) the analysis of students' achievements; b) the analysis of students' media project and c) document analysis (lesson plan). All data were analyzed by using instructional design and multimedia rubrics in quantitative scales. The results show that most of the students are able to develop appropriate instructional media for English learning. However, some students need more instruction to enhance their understanding during online meeting. The implication of this research is it is challenging to use blended learning for project-based assignment so educators should design balanced activity between practicum and consultation to assist students in developing their project. Keywords: blended learning, pre-service teachers, instructional media for ELT

Observing Teacher’s Motivational Teaching Practices in an EFL Class during Covid 19 Pandemic Rizki Farani; Qowiyun Ma’rufah
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Covid 19 pandemic breakout is a sudden wake up call for educators in terms of elevating the quality of EFL online learning activities. Several previous studies have proven that students’ motivation is one of the important aspects in learning English. However, each educator has different teaching practices. There is no standard on how teachers design strategies to motivate their students. Therefore, it is essential to explore various kinds of teachers’ techniques in motivating students. To reveal more motivational techniques in EFL settings, this study aims to observe teacher’s motivational teaching practices in one of Senior High Schools in Yogyakarta. By using qualitative method in a form of an observational study, this research captured online learning activities in an English subject online classroom. The data was collected by using observational checklist and field notes. As additional data, interview was conducted as confirmatory data. An English teacher volunteered herself to be the participant who explained about motivational teaching practices. After collecting data through video recording, LMS activities and interview, the data was analysed by using thematic analysis technique based on motivational teaching practice’s components. The results show that teachers mostly use positive retrospective self-evaluation by providing feedbacks and reward. In addition, teacher also generated initial motivation by maintaining and protecting students’ motivation during learning. In sum, teacher has succeeded to create basic motivational condition. It implies that student-teacher interaction in online learning is not only limited to share materials and conduct assessment but also build positive and safe environment for students.

Students’ Interaction in Asynchronous Blended Learning: The Analysis of Community of Inquiry Framework Implementation Rizki Farani
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.905 KB)

The purpose of this study is to describe students’ interaction in asynchronous blended learning as a part of community of inquiry activities. This research is self-observational study in ICT-based course for pre-service English teachers. There were 91 students who participated in blended learning activities. Data were obtained from offline teaching journals and online activities in Google Classroom Platform. The data were analyzed by using community of inquiry framework to describe social, cognitive presence and teaching presence. The findings showed that offline activities provided more social presence, cognitive presence and teaching presence. Meanwhile, online activities only provided teaching presence and cognitive presence without strong social presence. The implication of this research is students attend the online learning as a part of required instruction in the course only, not because of self-awareness of building knowledge. Keywords: interaction, asynchronous Blended Learning, community of Inquiry framework

Reading Anxiety Among Junior High School Students in Mataram: A Survey Study Arif Nugroho Kharismanto; Rizki Farani
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25713

This study aims to identify reading anxiety among junior high school students. The research design employed a quantitative approach in the form of a survey study. There were 80 respondents who were willing to participate in this study. The respondents were students from one of junior high schools in Mataram, Indonesia. All respondents were students from grades 8 and 9. To collect the data, this study adapted a questionnaire from Ahmad et.al. (2013) which consists of five domains of reading anxiety, i.e., (1) lack of vocabulary, (2) unfamiliar topic, (3) unfamiliar culture, (4) afraid of making errors, and (5) worry about reading effects. Based on the results, the statement with the highest score is “I enjoy reading a text in English text in English when I know its translation” (M=4.15; SD=.730). Meanwhile, the statement with the lowest score is “In reading aloud in the class I do not understand the text even though it is easy” (M=3.00; SD=1.055). The data imply that the most significant factor in students’ reading anxiety is lack of vocabulary and the least factor is worrying about reading effects.

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