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THE USE OF TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE LEARNING OUTSIDE THE CLASSROOM: AN INSIGHT INTO LEARNER AUTONOMY Warni, Silih; Aziz, Tian Abdul; Febriawan, Dimas
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (730.589 KB)

This research was conducted to examine Indonesian students experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for studentsâ learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on studentsâ responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students English proficiency with the concern on the development of learner autonomy by using various information and communication technology.Â DOI:Â doi.org/10.24071/llt.2018.210203

Facilitating an Implementation of Online Portfolios in an EFL Writing Class Warni, Silih
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (686.398 KB)

This article presents part of a study on the implementation of online portfolios in an EFL writing class and is focused on the facilitation of online portfolio implementation. Students’ experiences in learning EFL writing using the online portfolios and my experiences in facilitating the online portfolio implementation were explored through action research. As for methods for generating data, this study involved students’ interviews, my reflective journals, and an analysis of students’ online portfolio entries. The study reveals that throughout the action research, problems emerged dealing with the use of a blog as the online portfolio platform, online feedback activities and students’ reflection. Some changes in the instructional plan were made throughout the three action research cycles in this study which include; guidance for peer feedback and reflection, organization of students’ online portfolios and procedure of peer commenting. The study suggests that the success of the online portfolio implementation in facilitating students’ learning of EFL writing requires teachers’ understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.

PERSEPSI GURU BAHASA INDONESIA TERHADAP FULL DAY SCHOOL Safi'i, Imam; Warni, Silih; Yanti, Prima Gusti
Jurnal Imiah Pendidikan dan Pembelajaran Vol 4, No 1 (2020): Maret 2020
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v4i1.21050

This study aims to describe the relationship between employment status and employment to the perceptions of Indonesian teachers about the discourse of the implementation of full day school system. The data in this study was collected online with media questionnaires developed through googleform. The data collected is further processed using regression analysis method with SPSS to see the existence of relationship or relationship between variables. The result of the research shows that there is a relationship between employment status and work period to the perception of Indonesian teachers about the discourse of the implementation of full day school system. Based on the SPSS output results in the summary model table the value of "R" is 0.096 and 0.123 respectively. The results of this research can be used as one of the starting point to conduct a more comprehensive study related to the implementation of full day scholl system in the school system in Indonesia.

THE USE OF TECHNOLOGY IN ENGLISH AS A FOREIGN LANGUAGE LEARNING OUTSIDE THE CLASSROOM: AN INSIGHT INTO LEARNER AUTONOMY Silih Warni; Tian Abdul Aziz; Dimas Febriawan
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1259

This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.

Persepsi Guru Bahasa Indonesia tentang Hubungan antara Penerapan Full Day School dengan Penguatan Karakter Siswa Imam Safi'i; Silih Warni; Prima Gusti Yanti
Jurnal Pendidikan Karakter Vol. 10, No. 2 (2019)
Publisher : LPPM Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan persepsi para guru bahasa Indonesia SMA di Wilayah Provinsi DKI Jakarta, Indonesia tentang hubungan antara penerapan full day school dan penguatan pendidikan karakter bagi siswa. Data penelitian ini diperoleh melalaui survei secara online kepada sejumlah guru bahasa Indonesia. Sampel yang digunakan dalam penelitian adalah bersifat purposive sehingga tidak dapat dijadikan sebagai landasan untuk menggeneralkan persepsi dari sejumlah populasi. Data yang dideskripsikan dalam penelitian ini mencakup dua hal, yaitu berupa hubungan antara status kepegawaian dan pengalaman kerja dengan persepsi tentang full day school sebagai penguatan pendidikan karakter bagi siswa. Hasil penelitian menunjuukan, bahwa terdapat hubungan status kepegawaian dan pengalaman dengan persepsi terhadap sistem full day school sebagai penguatan pendidikan karakter siswa, yaitu 1) hubungan antara pengalaman dan persepsi terhadap full day school sebagai wahana penguatan karakter siswa sebesar 0.161, dan 2) hubungan antara status kepegawaian dan persepsi terhadap full day school sebagai wahana penguatan pendidikan karakter siswa sebesar 0.033. Hasil Penelitian ini dapat dimanfaatkan sebagai salah satu evaluasi mengenai efektivitas penerapan full day school dalam sistem persekolahan di Indonesia. Kata kunci: Persepsi, pengalaman, status kepegawaian, full day school. Abstract: This study aims to describe the perceptions of high school Indonesian language teachers in the DKI Jakarta Province, Indonesia about the relationship between implementing full day school and strengthening character education of student. The research data was obtained through an online survey of a number of Indonesian Language Teachers. The sample used in the study is purposive so that it cannot be used as a basis for generalizing the perception of a number of populations. The data described in this study includes two things, namely in the form of a relationship between staffing status and work experience with perceptions about full day school as a reinforcement of character education of student. The results show that there is a relationship between staffing status and experience with the perception of the full day school system as a reinforcement of student character education, namely 1) the relationship between experience with the perception of full day school as a vehicle for strengthening the character of students is equal to 0.161, and 2) the relationship between employment status with the perception of full day school vehicle for strengthening student character education is 0.033. The results of this study can be used as an evaluation of the effectiveness of implementing Full Day School in the school system in Indonesia. Keywords: Perception, experience, employment status, full day school

An Investigation of EFL Preservice Teachers’ Attitudes and Motivations in Developing a Digital Learning Video Tri Wintolo Apoko; Silih Warni
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 2 (2022): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

This research is aimed at investigating EFL preservice teacher’s attitudes and motivations in developing a digital learning video and the difficulties found in developing a digital learning video. The research was conducted at University of Muhammadiyah Prof. Dr. Hamka. There are 67 EFL preservice teachers who became the participants taken by purposive sampling technique. A mixed method was used. The questionnaire was distributed to all participants to respond to their attitudes and motivations, and nine participants were invited to have an individual interview. A descriptive statistic was used to analyze the questionnaire data and a description and image analysis was utilized to analyze the open-ended questions and the interview data. The results show that (1) the EFL preservice teachers’ attitudes in developing a digital learning video are in the higher level as the mean of their responses from four items ranging between 3.16 to 3.21, (2) the EFL preservice teachers’ motivations in developing a digital learning video are also in the higher level in which the mean of their responses ranged from 3.12 to 3.36, and (3) the difficulties faced in developing a digital learning video include: skills of using applications, providing materials, software capability, confidence, and time availability. Therefore, the implications cover the learning video quality produced by EFL preservice teachers to attract students’ attention to learn English better, the variety of video editing applications used in overcoming students’ learning boredom, and encouraging EFL preservice teachers to continue learning and practicing to create and edit the videos better.

ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM Ananda Fitriyani; Silih Warni; Nita Kaniadewi
ELLTER Journal Vol. 1 No. 1 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter-j.v1i1.4910

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

ENGLISH LECTURERS' PERCEPTION TOWARD PROFESSIONAL DEVELOPMENT PROGRAMS Nurhandayani Supraptiningsih; Silih Warni; Zuhad Ahmad
ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v1i2.5742

This study aims to explore the experiences and perceptions of lecturers on the professional development activities of lecturers in the English Language Education Study Program. This study applied a quantitative descriptive approach by using a questionnaire as an instrument to collect data. This study's subjects were the lecturers of the English Education Study Program at a private university in Jakarta. The findings indicate that the professional development activities that have been attended by the majority of English Education lecturers are research activities, both individually and in groups, conferences or seminars, and workshops or training related to courses and/or other topics related to education. The professional development activities needed by lecturers include training related to National Education Standards (60%), multicultural teaching (60%), knowledge and understanding (competence) of the subject (53%), and teaching for students with special needs ( 53%). This study also confirms that effective time management for organizing or developing professional development activities regarding teaching schedules and other administrative activities is urgently needed. That way, lecturers can still fulfill their obligations to teach, research, and do community service while still having the opportunity to develop their professionalism.

Facilitating an Implementation of Online Portfolios in an EFL Writing Class Silih Warni
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (686.398 KB)

This article presents part of a study on the implementation of online portfolios in an EFL writing class and is focused on the facilitation of online portfolio implementation. Students’ experiences in learning EFL writing using the online portfolios and my experiences in facilitating the online portfolio implementation were explored through action research. As for methods for generating data, this study involved students’ interviews, my reflective journals, and an analysis of students’ online portfolio entries. The study reveals that throughout the action research, problems emerged dealing with the use of a blog as the online portfolio platform, online feedback activities and students’ reflection. Some changes in the instructional plan were made throughout the three action research cycles in this study which include; guidance for peer feedback and reflection, organization of students’ online portfolios and procedure of peer commenting. The study suggests that the success of the online portfolio implementation in facilitating students’ learning of EFL writing requires teachers’ understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.

EFL Students’ Perceptions of Reading Electronic Books Jona Dinita Islami; Silih Warni
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

This article investigated EFL students’ perceptions of reading e-books. A questionnaire was employed in this research, containing twelve-item questions of perceptions and the use of e-book plus seven demographic questions. The link of questionnaire was distributed through social media, and 100 participants joined the research. The data was analyzed and themed in six parts, 1) use, awareness and purpose of e-book, 2) comparison with printed books, 3) use and satisfaction of library service, 4) library supports of e-books, 5) advantages and disadvantages of e-books, and 6) catch-all question. The result showed that most participants were generally satisfied with e-books; however, they still preferred the printed book because of some issues. Little availability of e-books in the university library also became one of the reasons why they still preferred regular book and considered e-books only as complements. Key Words: EFL, E-book, Perception

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