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All Journal Jurnal Sosioteknologi Journal of English and Education LLT Journal: A Journal on Language and Language Teaching UICELL Conference Proceeding Jurnal Kiprah English Language and Literature International Conference (ELLiC) Proceedings
Rizki Farani
Universitas Islam Indonesia
Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Journal : Journal of English and Education

 1 
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
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

Abstract

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.
Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic Rizki Farani
Journal of English and Education (JEE) Vol. 9 No. 1 (2023): VOLUME 9 NO 1 MAY 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i1.28004

Abstract

COVID-19 outbreak has caused some significant learning issues for students, such as internet connections, digital competence, heavy workloads, distraction, and difficult time management. However, there is still limited exploration on how students survived in online learning. To fill the void, this study aims to explore specifically how students completed their assignments in pandemic. The method focused on discourse content analysis to investigate students’ personal reflection. There were 22 undergraduate students who shared their reflective notes as main data. Supporting data were obtained from observation in Zoom meeting, WhatsApp group and Google Classroom. All data were analyzed by using COVID-19 Online Learning (CoOL) conceptual framework which includes three inputs: 1) students’ interaction, 2) instructors’ course design and 3) institutions’ facilities. Based on the results, interaction and course design play a significant role in achieving learning goals. They created a careful plan, studiedindependently, collaborated with peers, and consulted their work to the teachers. At the end of the semester, they gained new insight about knowledge and teamwork skills. In conclusion, students were able to survive online learning during the pandemic. Furthermore, teachers’ role is to enhance their effort by providing guidelines and feedback.
Co-Authors Arif Nugroho Kharismanto Egista Pregi Fatimaghribi Qowiyun Ma’rufah Uswatun Hasanah Widya Aryanti