Article Per Year (5 Year)
p-Index From 2019 - 2024
0.778
P-Index
This Author published in this journals
All Journal Jurnal Bahasa Lingua Scientia DINAMIKA ILMU: Jurnal Pendidikan
Arina Shofiya
IAIN Tulungagung
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search
Journal : Jurnal Bahasa Lingua Scientia

 1 
STRENGTHENING STUDENTS’ LITERACY THROUGH REFLECTIVE ESSAY WRITING: AN IMPLEMENTATION OF WRITING TO READ PROGRAM IN HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 9 No 2 (2017)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2017.9.2.281-292

Abstract

Literacy is a condition where a person has capability to read for knowledge, write to share knowledge, and think critically. Students’ literacy is a never-end issue in the field of English Language Teaching. Studies have been carried out to investigate literacy practices in various level of education including higher education. Among the problems of students’ literacy in higher education are the amount of their reading and writing practices and their motivation to read and write. The current paper is intended to share an experience in strengthening students’ literacy at the English Department of State Islamic Institute (Institut Agama Islam Negeri/IAIN) Tulungagung, East Java. The preliminary investigation of the present study revealed that many students have low motivation to read. In addition, their comprehension was relatively low as represented in their paper works. Under a Classroom Action Research Design, the present study was conducted to propose writing to read program to strengthen the students’ literacy. In such program, the students were required to write a reflective essay based on the selected topics that they had to read prior to classes. The findings showed that writing reflective essay helped students strengthen their literacy as well as improve their motivation to read and to write because the reading and writing activities were done in a more relax and supportive environment that was at home.
EFL Students’ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English Erna Iftanti; Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 10 No 1 (2018)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2018.10.1.143-158

Abstract

People agree that reading is essential skill to get any knowledge in order to get the success of life either academically or socially. Reading needs to be embedded and nurtured because it is not a born skill. Still, the fact shows that EFL students in Indonesian context have not established good habits in reading English, as also experienced by EFL students in IAIN Tulungagung who are also categorized as reluctant readers due to their lack of vocabulary knowledge and number. Many studies on Extensive Reading (ER) indicate its positive impact on nurturing good habits of EFL reading in English. Accordingly implementing Extensive Reading Program to help them build love of reading is necessary. This article is then intended to dig up their responses on the implementation of ER program to the establishment of their love of reading. This research objective was achieved by distributing Reading Log during implementing Guided Extensive Reading Program (GERPro), distributing Questionnaire, and conducting interview to those involved in this ER program. The result of this research reveals that the EFL students joining this ER program claim that for those who do not establish good habits in reading English, ER proved to be able to embed their awareness of love of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English gets increased. In addition, this GERPro contributes to the establishment of EFL students’ love of online reading. In short, this research result can be pedagogically implemented by EFL teachers who would like to help their students nurturing good reading habits in English. However, for those who are moody, this GERPro does not work well. Consequently, the next researcher needs to conduct a research on how to work with moody EFL students so that their reading habits can be well established.
THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN ISLAMIC HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.327-342

Abstract

Together with the development of technology and knowledge in English Language Teaching, teaching model develops variously. There is no single model of teaching meets all the students’ needs, especially in Islamic higher education institution. Content-Based Instruction (CBI) offers a teaching model which integrates the teaching of subject matters and language skills in a class. The findings of the present research reveal the benefits of the implementation of CBI cover cognitive and affective aspect. The knowledge of the Islamic contents and foreign languages increases and the behavior gets better. However, the more substantial finding is that the implementation of CBI eases the burden of the lecturers in doing two main tasks, namely, teaching (internalizing) Islamic values and teaching language skills.
STUDENTS’ PERSPECTIVES ON THE PRACTICES OF ONLINE PEER- FEEDBACK IN EFL WRITING CLASS Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2021.13.1.%p

Abstract

Along with the development of educational technology, online peer feedback becomes an alternative in giving feedback. The flexibility in implementing the feedback makes it popular among the teachers. The activities in giving feedback can be practiced out of the classroom hours. However, the students may have different perspective on such practice. Listening to their voice will provide some insights in designing better online peer feedback. The findings of the present study reveals that the students perceive the practice of online peer feedback positively as it can improve their reading and writing skills. In addition, the practicality in utilizing the application can foster students’ motivation. Despite the fact that the accuracy of the feedback is not high, the practice of online feedback sparks students’ engagement in writing process.
STUDENTS’ PERSPECTIVES ON THE PRACTICES OF ONLINE PEER- FEEDBACK IN EFL WRITING CLASS Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2021.13.1.125-140

Abstract

Along with the development of educational technology, online peer feedback becomes an alternative in giving feedback. The flexibility in implementing the feedback makes it popular among the teachers. The activities in giving feedback can be practiced out of the classroom hours. However, the students may have different perspective on such practice. Listening to their voice will provide some insights in designing better online peer feedback. The findings of the present study reveals that the students perceive the practice of online peer feedback positively as it can improve their reading and writing skills. In addition, the practicality in utilizing the application can foster students’ motivation. Despite the fact that the accuracy of the feedback is not high, the practice of online feedback sparks students’ engagement in writing process.
THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN ISLAMIC HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.327-342

Abstract

Together with the development of technology and knowledge in English Language Teaching, teaching model develops variously. There is no single model of teaching meets all the students’ needs, especially in Islamic higher education institution. Content-Based Instruction (CBI) offers a teaching model which integrates the teaching of subject matters and language skills in a class. The findings of the present research reveal the benefits of the implementation of CBI cover cognitive and affective aspect. The knowledge of the Islamic contents and foreign languages increases and the behavior gets better. However, the more substantial finding is that the implementation of CBI eases the burden of the lecturers in doing two main tasks, namely, teaching (internalizing) Islamic values and teaching language skills.
Co-Authors Erna Iftanti