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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English and Education ETERNAL(english, teaching, learning, and Research Journal) Jurnal Kiprah Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Indonesian Journal of Islamic Education Studies (IJIES) EduBasic Journal: Jurnal Pendidikan Dasar Jurnal Scientia SALEE: Study of Applied Linguistics and English Education English Language Education Reviews Metathesis: Journal of English Language, Literature, and Teaching
Atin Kurniawati
UIN Raden Mas Said Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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WHEN IT OFTEN TURNS TO SILENCE: STUDENTS’ PERCEPTIONS ON ASKING QUESTIONS IN ONLINE ENGLISH CLASS AT UNIVERSITY Atin Kurniawati
Jurnal Scientia Vol. 10 No. 2 (2022): Education, Sosial science and Planning technique, March
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (840.438 KB) | DOI: 10.35337/scientia.Vol10.pp260-269

Abstract

This study aims at investigating the students’ perceptions on asking questions in online English class focusing on three issues: (1) the factors that encourage the students to ask questions;(2) the factors that burden the students to ask questions; and (3) the lecturers’ feedback in question and answer session. This study employed mixed-method approach by using both qualitative and quantitative data collection and analysis involving 43 students of English letters in a state Islamic university in Central Java. The results reported that the students’ interest in the subjects, the lecturers’ attitude, and lack of understanding of the learning materials are the key factors that encourage the students to ask questions. Several factors identified as the burden in asking questions are being afraid of making mistakes in speaking English, unsureness understanding of the learning materials, limited interaction, and being afraid of asking silly questions. The students reported that generally the lecturers give satisfying answers to their questions and they argue that they need more examples or quizzes from the lecturers to deepen their understanding of the learning materials.
ICT-based Elementary School in Indonesia: Curriculum Content, Strategies, and Challenges Atin Kurniawati; Mia Febriana; Rini Anggrainingsih
EduBasic Journal: Jurnal Pendidikan Dasar Vol 4, No 1 (2022): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v4i1.44668

Abstract

Along with the rapid growth of ICT, many schools offer ICT-based courses or programs. This study aimed to investigate the implementation of ICT-based elementary school in Indonesia focusing on the curriculum content, the strategies for integrating ICT curriculum into national curriculum, and the challenges they faced in running the school. Taking the case at SD ICT Al Abidin Surakarta, Indonesia, this study employed a descriptive qualitative method by conducting interview, observation, and document analysis. The result showed that the ICT curriculum included coding as the main skill by using several applications namely Code.org, Scratch Jr., Kodular, and Tinkercad.com. There were also several supporting skills taught namely rapid typing, hardware knowledge, basic Microsoft Office, graphic design, and ICT unplugged. They arranged the national curriculum content first and then added ICT content into daily learning activities. The challenges in running ICT school include the difficulty in convincing parents about the benefits of learning ICT skills, the absence of ICT school as a model in Indonesian context, and the limitedness of ICT teachers in the school. To solve it, they regularly conducted socialization to parents about ICT through seminar and social media campaign. The limitedness of ICT teachers was solved by providing regular training for class teachers to learn about ICT so they could teach ICT as well whenever needed. This study implies that ICT skills can be taught since early age and it can be integrated to formal education. For that purpose, it requires adequate learning facilities, skilled teachers, and mutual coordination with parents.
Teachers Reflections on Teaching Mathematics in English: A Consideration for Developing ESP Course Atin Kurniawati
ELE Reviews: English Language Education Reviews Vol. 1 No. 2 (2021): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.321 KB) | DOI: 10.22515/ele-reviews.v1i2.4300

Abstract

This study aims at investigating the difficulties faced by mathematics teachers in delivering learning materials in English, the strategies carried out by the teachers to overcome their problems, and its implication for ESP design. Conducted in a private school in Surakarta, which uses the Cambridge curriculum, this study involved five mathematics teachers. The data were collected by interview to elicit detailed information. Then, the data were analyzed using the interactive analysis method. Based on the study, the teachers faced several difficulties, namely vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. The teacher's strategies to cope with the difficulties were improving English skills by learning from reference books and other sources, printed or online, and collaborating with peer teachers. They also used an online platform to assist their learning as well as prepare the learning media. It implied that ESP design for mathematics teachers needed to cover four aspects: vocabulary mastery, pronunciation, grammar mastery, and speaking fluency. Several platforms could be utilized to design the ESP course, including the platforms that supported the linguistic aspects and mathematical knowledge.
English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources Atin Kurniawati
Jurnal Kiprah Vol. 10 No. 1 (2022): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/kiprah.v10i1.4439

Abstract

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.
Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Atin Kurniawati
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.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
ENGLISH DEBATING AT AN ISLAMIC BOARDING SCHOOL: BEYOND SPEAKING SKILL AND CRITICAL THINKING Atin Kurniawati
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A4

Abstract

Plenty of studies have investigated English debating as a method to improve students’ speaking skill and critical thinking, whereas debating itself requires combination of several skills altogether from preparation to evaluation stage. Each stage in debating requires different skills. This study aims to shed some light on the influence of English debating activities on the progress of English skills and non-English skills of its members. Three students who joined the English debating club at an Islamic boarding school were involved in this study and they represented different length of membership. The data were collected through an open-ended questionnaire and followed by semi-structured interviews. The entire data collection stage was conducted online due to pandemic condition. The data were then coded and analysed using constant comparative method. This study revealed that English debating brought a good progress on both English skills and non-English skills of its members. Not only it improved the students’ speaking skill, but it also improved reading, listening, and writing skills. Along with the skills progress, they also confirmed much better vocabulary and grammar mastery. Non-English skills were also well-developed through English debating activities namely critical thinking, confidence, teamwork, and persistence. Team members interactions and coaching from the debating coach contributed a lot toward their progress. This study implies that English debating is suitable to develop all English skills as well as the students’ ability of critical thinking, teamwork, confidence, and persistence.
EFL thesis writing anxiety: Causes, effects, and coping strategies Atin Kurniawati; Arief Eko Priyo Atmojo
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v7i2.8004

Abstract

This present study explores how thesis writing anxiety causes delay in thesis writing completion along with its coping strategies. It adopted narrative inquiry as the research method. The participant was one former student of English education graduate program at a state university in Central Java, Indonesia. Data were garnered through semi-structured interviews. The data were then analyzed by employing thematic analysis. The results suggest that thesis writing anxiety was caused by family and financial problems, full-time working duties and poor time management, as well as unpleasant administrative staff services. Thesis writing anxiety empirically affected thesis writing completion in terms of thesis writing procrastination as well as lack of confidence and feeling worried of making mistakes. Successful coping strategies include identifying problems and seeking solutions, establishing mutual communication with thesis supervisors and workplace stakeholders, as well as maintaining self-motivation. Practical implications and suggestions for further studies are also discussed.DOI: 10.26905/enjourme.v7i2.8004
Fostering Religious Moderation through English Debating at Tahfizul Quran Boarding School Context Atin Kurniawati
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Institut Agama Islam Tribakti (IAIT) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v5i2.2922

Abstract

This article investigates the students' and teachers' perceptions of English debating and how English debating could foster religious moderation. This study employed a qualitative method with a narrative inquiry design in collecting the data in the form of stories from the members and the coach of an English debating club at a Tahfizul Quran boarding school senior high school. The data of this study were collected through semi-structured interviews with the English teacher, who also performed as the coach, and three former members of the club who had experienced one-year membership and had joined English debating competitions. The data were then analyzed using thematic coding to identify the themes from the data groups that correspond to the research questions and become the study's findings. The findings revealed that English debating had improved all students' English skills. As they were always triggered to build convincing arguments from different perspectives, they promoted their confidence to speak in public, critical and systematic thinking ability, and teamwork. English debating sometimes presented controversial issues against Islamic values and was troublesome for the students. Through English debating, they recognized that diversity and plurality existed, and at the same time, they could explore the universal values of Islam. English debating is beyond arguing pros and cons; it was a sequence that built many skills linguistically and non-linguistically.
BEING AN ENGLISH DEBATING COACH: A TEACHER’S ROLES AND PROFESSIONAL IDENTITY CONSTRUCTION Atin Kurniawati
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 9, No 2 (2022)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v9i2.3513

Abstract

English debating has taken its role to improve students’ performance in speaking and critical thinking skill, but it is through a long and uneasy process. This paper aims at exploring the lived experience of an English teacher in an Islamic boarding school who initiated the first English debating club and coached the members to be a considerable debating team in regional and national levels. The data of this narrative inquiry study were collected through several semi-structured interviews. The meaningful experiences and insights from the research data were highlighted thematically and presented as the data findings. This study found several roles of the teacher in initiating the debating club, such as establishing the club, recruiting the members, structuring the regular rehearsal, mapping the students’ strengths and weaknesses, and giving feedback and motivation. Under the limited sources of time and information, the teacher guided the students to work effectively and support them mentally. Her roles in coaching the debating club also inspired her professional identity as an English teacher. It implied that establishing running an English debating community requires a sequence of roles. In another way, it also strengthened the English teacher’s professional identity. Implications and practical suggestions are also discussed in this paper. 
English for radiology residency: Challenges and technology-based assistance Atin Kurniawati; Muchtar Hanafi
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 1 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v4i1.604

Abstract

This article tried to shed some light on how a radiology resident experienced challenges in using English during his study. Employing narrative inquiry, the data were collected from semi-structured interviews with a radiology resident currently studying at a state university in Indonesia. Meaningful experiences and insights were highlighted and elaborated. They were also discussed and corresponded with previous studies or existing theories. Understanding English textbooks with unfamiliar words made him spend longer time to understand English written materials. He was also required to publish articles in reputable journals and present papers in scientific forums. Meanwhile, he didn't have enough time due to his busy schedule at the hospital. He pointed out that basic English knowledge might helpful in the beginning, but once it got into specialty field of radiology there were many new terms to learn. Besides, willingness to learn English with fellow residents and from supporting tools were essential for success. He found some online tools very beneficial to make his work much easier and faster. However, those tools were still limited in some aspects and face-to-face learning activity was still needed. It implies the need for ESP learning design for busy residents which accommodates digital tools optimization and practical academic purposes.
Co-Authors Arief Eko Priyo Atmojo Irwan Rohardiyanto Mia Febriana Muchtar Hanafi Nico Harared Rini Anggrainingsih