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EFL Teachers Perception on Postmehod Pedagogy in Higher Education Context in Indonesia Ani Fiani; Syaprizal Syaprizal
Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This current study is aimed to investigate EFL teachers perception on postmethod pedagogy proposed by Kumaravadivelu. To achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in Indonesia. The data collection tools are a questionnaire and structured interview. The result revealed that most of the EFL lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concept. It was indicated that they theorized what they do and did what they theorize. For further researchers, postmethod pedagogy should be investigated in real condition of teaching and learning process and the effect of this pedagogy on students learning achievement so that it will be clearly found whether or not this pedagogy perspective is appropriate to be implemented in higher education in Indonesian context. Keywords: postmethod pedagogy, postmethod pedagogy framework, EFL teachers

The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review Ani Fiani
Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: metacognition, metacognitive awareness, metacognitive instruction, listening abilities

TEACHING WRITING THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) VIEWED FROM STUDENTS’ CREATIVITY Ani Fiani
Jurnal Perspektif Pendidikan Vol 7 No 2 (2013): Jurnal Perspektif Pendidikan
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jpp.v7i2.1305

This study aims to examine whether: (1) CIRC is more effective than direct instruction to teach writing to the seventh-grade students of MTs N Lubuklinggau in the academic year of 2012/2013; (2) the seventh-grade students who have high creativity have better writing skill than those who have low creativity; (3) there is an interaction between teaching methods and students’ creativity for teaching writing. This research uses a quasi-experimental study, especially a factorial design. The results indicate that: (1) CIRC is more effective than direct instruction to teach writing in the seventh-grade students of MTs N Lubuklinggau in the academic year of 2012/2013; (2) the students having high creativity have better writing skills than the students having low creativity; and (3) there is an interaction between teaching methods (CIRC and Direct Instruction) and the students’ creativity (high and low) for teaching writing. EFL teachers in Indonesia can consider CIRC an alternative way to improve their students' writing ability, mainly writing descriptive texts.

Exploring EFL Students’ Metacognitive Knowledge Based On Their Listening Abilities in Lubuklinggau Ani Fiani; Dewi Syafitri
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v5i2.3862

Metacognition, as a 21st-century skill, is essential in language education. Students that have this competence are those who can manage or direct their own learning experience both within and without the classroom. Since the existing study found a positive linkage between the concept and success in language learning, particularly listening, it is critical to be conscious of metacognitive knowledge in listening comprehension. Thus, the current study aims to investigate the metacognitive knowledge of EFL undergraduate students in Lubuklinggau, South Sumatera, based on their listening abilities. This study divides metacognitive information into three categories: knowledge of self, learning techniques, and learning task needs.To elicit the research data, there were three types of data collection tools, namely questionnaire, test and semi-structured interview and this study used quantitative and qualitative methods based on a case study approach. The research findings indicated that students who have high listening abilities are better in metacognitive knowledge compared those who have middle and low listening abilities. Then, those students also were able to benefit effective learning strategies, particularly metacognitive strategies, in improving their listening abilities in and outside the classroom. Therefore, the students’ metacognitive knowledge has a potential role in helping them to become successful language learners. Keywords: Metacognitive knowledge; EFL listening abilities

Exploring EFL Students’ Metacognitive Knowledge Based On Their Listening Abilities in Lubuklinggau Ani Fiani; Dewi Syafitri
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v5i2.3862

Metacognition, as a 21st-century skill, is essential in language education. Students that have this competence are those who can manage or direct their own learning experience both within and without the classroom. Since the existing study found a positive linkage between the concept and success in language learning, particularly listening, it is critical to be conscious of metacognitive knowledge in listening comprehension. Thus, the current study aims to investigate the metacognitive knowledge of EFL undergraduate students in Lubuklinggau, South Sumatera, based on their listening abilities. This study divides metacognitive information into three categories: knowledge of self, learning techniques, and learning task needs.To elicit the research data, there were three types of data collection tools, namely questionnaire, test and semi-structured interview and this study used quantitative and qualitative methods based on a case study approach. The research findings indicated that students who have high listening abilities are better in metacognitive knowledge compared those who have middle and low listening abilities. Then, those students also were able to benefit effective learning strategies, particularly metacognitive strategies, in improving their listening abilities in and outside the classroom. Therefore, the students’ metacognitive knowledge has a potential role in helping them to become successful language learners. Keywords: Metacognitive knowledge; EFL listening abilities

PENDAMPINGAN BELAJAR ANAK SELAMA PANDEMI COVID-19 Andhi Dwi Nugroho; Adria Vitalya Gemilang; Triana Wiji Astuti; Ani Widyawati; Ani Fiani
RESWARA: Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2022)
Publisher : Universitas Dharmawangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46576/rjpkm.v3i2.1557

Adanya pandemi Covid-19 membuat pemerintah Indonesia menetapkan kebijakan untuk belajar dari rumah melalui sistem daring. Hal ini mengakibatkan kesulitan belajar bagi siswa. Motivasi belajar siswa mengalami penurunan sebab tak memadainya bimbingan dan arahan orang tua ketika menjalani pembelajaran di rumah. Dengan demikian, diperlukan sebuah kegiatan pendampingan pembelajaran di rumah guna membantu membimbing serta mengajar anak-anak jika mengalami kesukaran pada pembelajaran dirumah. Kegiatan pengabdian masyarakat dilaksanakan di Desa Singosaren, Kecamatan Banguntapan, Kabupaten Bantul, Yogyakarta berupa pendampingan bimbingan belajar di rumah bagi siswa sekolah dasar. Kegiatan ini diselenggarakan untuk siswa PAUD dan SD yang berjumlah 10 -12 siswa. Kegiatan yang dilaksanakan selama masa pandemi ini terdiri atas tiga tahapan yaitu, tahapan persiapan, tahapan pelaksanaan dan evaluasi. Hasilnya, siswa antusias dalam proses pendampingan belajar, hasil belajar siswa meningkat, dan semua tugas dikerjakan dengan baik. Dengan adanya pendampingan belajar ini bermanfaat membantu siswa yang kesulitan belajar secara daring di masa pandemi Covid-19.

SOSIALISASI E-MODUL INTERAKTIF PADA GURU SD NEGERI 20 LUBUKLINGGAU Dodik Mulyono; Leo Charli; Ani Fiani; Citra Raflesia; Atika Nur Hidayat
Bakti Nusantara Linggau : Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 1 (2022): Bakti Nusantara Linggau
Publisher : LP3MKIL

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (575.54 KB)

Guru di SD Negeri 20 Lubuklinggau belumpernahmendapatkansosialisasitentangemodule interkatif.Melaluiemodule interaktif, pesertadidiktidakhanyabelajaruraianmateriberupa teks dan gambar saja tapi siswa juga difasilitasi berupa video pembelajaran, taihan interkatif dan juga sensasi seperti mereka membaca buku dengan menerapkan konsep flippbook. Tujuandaripengabdianiniadalahuntuk memberikan sosialisasi emodule interaktif. Adapun metode yang dilakukan terdiri dari 3 tahapan yaitu tahap persiapan, tahap pelaksanaan, dan tahap evaluasi. Hasil dari kegiatan ini adalah para peserta meningkatnya pengetahuan dan motivasi belajar tentang emodule interaktif

PELATIHAN MULTIMEDIA BAGI IBU-IBU MAJELIS TAKLIM DESA KELUMPANG JAYA Leo Charli; Dodik Mulyono; Ani Fiani; Citra Raflesia; Aneka Rahma
PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 2 (2022): PKM Linggau
Publisher : LP3MKIL

Berkembangnya teknologi terutama dalam hal multimedia saat ini, tidak dapat dipungkiri berdampak bagi semua aspek kehidupan termasuk bagi ibu-ibu Majelis Taklim. Mereka juga perlu mengetahui perkembangan multimedia saat ini. Majelis Taklim Desa Kelumpang Jaya selalu mengadakan acara-acara keagamaan dan acara lainnya. Biasanya ibu-ibu Majelis Taklim dalam membuat desain poster atau brosur selalu mempercayakan ke percetakan setiap ada kegiatan. Maka dari itu, untuk mengatasi permasalahan tersebut adalah memberikan pelatihan Microsoft Power Point ini agar dapat membantu para ibu-ibu Majelis Taklim dalam pembuatan poster atau design brosur untuk setiap kegiatan.

Intercultural Challenges Among English Language Teaching Students in Inbound and Outbound Programs of Indonesia's Ministry of Education and Culture Ani Fiani; Afria Dian Prastanti; Andhi Dwi Nugroho; Novita Sumarlin Putri; Rini Eka Sari; Rina Setyaningsih
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v6i1.4457

This paper shows the cultural barriers in the higher education setting and advises that the university makes certain preparations to welcome inbound and outbound students of exchange program upon their arrival. Students have accepted resources primarily generated from the university to overcome these obstacles. Therefore, as revealed by this study, the university or college is better able to identify students' needs and provide appropriate campus resources and services when they have a deeper grasp of their academic issues. The university must be equipped not only intellectually, but also socially and culturally, to meet the demands of its students. Keywords: Cultural Issues, Inbound and Outbound students

Upgrading Students’ Vocabulary through English Movie in Indonesian Context Nur Azizul Fikri; Ani Fiani; Citra Raflesia
EDULIA: English Education, Linguistic and Art Journal Vol 3 No 1 (2022): EDULIA: English Education, Linguistic and Art Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/edulia.v3i1.5238

Vocabulary is one of the most important parts of English, so it is important to master as much vocabulary as possible. However, adding to the word is an easy thing to do. Thus, students face challenges in upgrading their vocabulary, so media are needed to upgradestudents’ vocabulary. One of the media that can be used to improve students' vocabulary is English movies. Therefore, this study aims to determine the effectiveness of English movie in upgrading vocabulary. The method used is a library research. The data obtained in this study were taken from several peer-reviewed articles in the last 5 years. The data shows that each student's vocabulary increases by using English movie as a medium. So it can be concluded that English movie are effective in upgrading students' vocabulary, both English movie with subtitles and without subtitles. However, English movie that use subtitles upgrading students' vocabulary more deeply than English movie without subtitles. Keywords: English movie, vocabulary

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