Mariska Sari | Universitas Muhammadiyah Yogyakarta (original) (raw)
Papers by Mariska Sari
E3S Web of Conferences
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English edu...
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English education field, who offered their opinions and insights into the compatibility of Chat GPT with these frameworks. The results demonstrate a notable congruence between Chat GPT and established theoretical frameworks, including constructivist learning principles, communicative language instruction, task-based learning, and personalized learning approaches. The capacity of Chat GPT to promote active engagement, learner autonomy, knowledge production, authentic language use, and collaborative learning aligns with these theoretical frameworks. Moreover, the research delineates distinct instructional approaches for optimizing the use of Chat GPT, including virtual Socratic dialogues, interactive narrative construction, simulated discourse, individualized exchanges, and practical application of knowledge to real-world problem-solving scenarios. These tactics serve to augment learner engagement, fluency, autonomy, and personalized learning experiences.
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English education field, who offered their opinions and insights into the compatibility of Chat GPT with these frameworks. The results demonstrate a notable congruence between Chat GPT and established theoretical frameworks, including constructivist learning principles, communicative language instruction, task-based learning, and personalized learning approaches. The capacity of Chat GPT to promote active engagement, learner autonomy, knowledge production, authentic language use, and collaborative learning aligns with these theoretical frameworks. Moreover, the research delineates distinct instructional approaches for optimizing the use of Chat GPT, including virtual Socratic dialogues, interactive narrative construction, simulated discourse, individualized exchanges, and practical application of knowledge to real-world problem-solving scenarios. These tactics serve to augment learner engagement, fluency, autonomy, and personalized learning experiences.
Proceedings University of Muhammadiyah Yogyakarta Undergraduate Conference
Improving listening skills can be done from various learning media; one of them is movies. Movies... more Improving listening skills can be done from various learning media; one of them is movies. Movies provide audio and visual, making students convey the meaning of the language while watching. One of the most difficult skills to master is listening. In order to have better skills in listening, students need learning media to improve their listening skills. This study aimed to examine the students' habit in watching English Movies at an English Language Education Department (ELED) of a Private Islamic University in Yogyakarta, the students' listening skill at the ELED of a Private Islamic University in Yogyakarta, and the correlation between the students’ habit in watching English movies and their listening skills. This research was conducted at an ELED of a Private Islamic University in Yogyakarta. Quantitative approach with correlational design was employed in this study. The study included 185 ELED Batch 2018 students and used a convenience sample technique. A questionnaire ...
Prosiding Seminar Nasional Program Pengabdian Masyarakat, Mar 24, 2022
Prosiding Seminar Nasional Program Pengabdian Masyarakat
Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih... more Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih baik. Dengan adanya kebijakan pembelajaran secara daring dikarenakan adanya anjuran pemerintah untuk menerapkan social distancing dan dalam rangka mencegah kluster covid-19 di sekolah, maka sekolah-sekolah dituntut agar tetap dapat memberikan pembelajaran efektif kepada peserta didik. Kegiatan pengabdian masyarakat (abdimas) ini ditujukan untuk mengatasi permasalahan-permasalahan yang muncul dalam pembelajaran daring. Secara lebih spesifik, kegiatan abdimas ini ditujukan untuk membangun pembelajaran daring dengan cara melakukan pendampingan kepada guru-guru di sebuah sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta. Metodologi yang dilakukan meliputi mengadakan pelatihan teknis LMS (Learning Management System) kepada tim Informasi dan Teknologi (IT) sekolah, dan kemudian dilanjutkan dengan mengadakan Training of Trainer (TOT) kepada 10 orang guru yang akan menjadi mentor ba...
Journal of Foreign Language Teaching and Learning
COVID-19 pandemic has affected many sectors of human life, including the educational sector. This... more COVID-19 pandemic has affected many sectors of human life, including the educational sector. This situation has forced the government to impose the School-from-Home policy for all levels of education in Indonesia since March 2020. In this situation, teachers need to be aware of this change and adapt to the situation. The use of media in learning matters since the learning process is switched to online learning. Thus, this paper aims to explore the online learning tools utilized by EFL teachers and EFL teachers’ consideration in choosing online learning tools during the COVID-19 pandemic. This research employed a qualitative approach by conducting in-depth interviews with five EFL teachers from five different state senior high schools in Yogyakarta Special Region, who have taught English for at least two years and have used online learning tools during the COVID- 19 pandemic. This research found six types of online learning tools used by the EFL teachers: learning management systems,...
Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021)
Journal of Foreign Languange Teaching and Learning
The study aims at identifying the nature of cognitive and metacognitive reading strategies employ... more The study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers. It also aims at finding out the relationship between the reading strategies used and pre-service teachers' reading comprehension performance. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results showed that for cognitive reading strategies, Highly Successful Readers (HSR) reported using memory sub-strategy more than Less Successful Readers (LSR) and Moderately Successful Readers (MSR), and using comprehension and retrieval sub-strategies less than MSR, but more than LSR. For the metacognitive reading strategies, HSR reported using monitoring and evaluating strategies less than MSR, but more than LSR, and using planning strategy less than both MSR and LSR. The statistical analysis resulted that there is no statistically significant relationship between the cognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.049 < 0.181). There is also no significant relationship between the metacognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.127 < 0.181). Thus, H1 is rejected, meaning that there is no statistically significant correlation between the use of cognitive and metacognitive reading strategies and the pre-service teacher reading comprehension performance. As for the implications, it is suggested that the teacher provides more exposures and practices to apply reading strategies that help the students to comprehend English texts.
Journal of Foreign Languange Teaching and Learning
Information and communication technology (ICT) has always been evolving, and its advancement has ... more Information and communication technology (ICT) has always been evolving, and its advancement has affected every aspect of human life, including education. As future teachers, pre-service teachers need to be aware of this development and have to be able to follow suit by learning how to utilize the technology for their teaching and learning processes. In English as a Foreign Language (EFL) context, Web 2.0 tools have been widely used since they provide opportunities for the users to have interaction and collaboration with other people from around the world, and, thus, open the opportunity to global learning. Therefore, this research aims to explore the Web 2.0 tools that have been employed by the pre-service teachers, and it also aims to examine the benefits they perceived in applying some of the Web 2.0 tools for their learning process in the EFL context. The results of the research show that there are five types of Web 2.0 tools that the pre-service teachers used, namely video sharing platforms, social networking tools, social photo tools, blogs, and game-based learning platforms. Concerning the benefits of using Web 2.0 tools in the learning process in the EFL context, the pre-service teachers stated that they could help them to find information more easily, allow them to collaborate with other people, enhance their language skills, and increase their motivation.
The study aims at identifying the nature of cognitive and metacognitive reading strategies employ... more The study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers. It also aims at finding out the relationship between the reading strategies used and pre-service teachers' reading comprehension performance. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results showed that for cognitive reading strategies, Highly Successful Readers (HSR) reported using memory sub-strategy more than Less Successful Readers (LSR) and Moderately Successful Readers (MSR), and using comprehension and retrieval sub-strategies less than MSR, but more than LSR. For the metacognitive reading strategies, HSR reported using monitoring and evaluating strategies less than MSR, but more than LSR, and using planning strategy less than both MSR and LSR. The statistical analysis resulted that there is no statistically significant relationship between the cognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.049 < 0.181). There is also no significant relationship between the metacognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.127 < 0.181). Thus, H1 is rejected, meaning that there is no statistically significant correlation between the use of cognitive and metacognitive reading strategies and the pre-service teacher reading comprehension performance. As for the implications, it is suggested that the teacher provides more exposures and practices to apply reading strategies that help the students to comprehend English texts.
E3S Web of Conferences
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English edu...
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English education field, who offered their opinions and insights into the compatibility of Chat GPT with these frameworks. The results demonstrate a notable congruence between Chat GPT and established theoretical frameworks, including constructivist learning principles, communicative language instruction, task-based learning, and personalized learning approaches. The capacity of Chat GPT to promote active engagement, learner autonomy, knowledge production, authentic language use, and collaborative learning aligns with these theoretical frameworks. Moreover, the research delineates distinct instructional approaches for optimizing the use of Chat GPT, including virtual Socratic dialogues, interactive narrative construction, simulated discourse, individualized exchanges, and practical application of knowledge to real-world problem-solving scenarios. These tactics serve to augment learner engagement, fluency, autonomy, and personalized learning experiences.
The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominen... more The incorporation of technology, particularly Chat GPT dialogue, has become increasingly prominent in the English language teaching and learning dynamic field. The utilization of powerful natural language processing techniques in Chat GPT has the potential to enhance language learning experiences by providing simulations of human-like conversations. The primary objective of this study is to examine the congruence between Chat GPT and well-established theoretical frameworks and best practices in the field of English language education. Additionally, this research aims to identify effective pedagogical approaches and instructional tactics that can be employed to maximize the educational benefits of Chat GPT. This study examines the alignment between Chat GPT and academic frameworks like as Communicative Language Teaching, Constructivist Learning Theory, Task-Based Learning, and Personalization and Differentiation. The study involved individuals who are professionals in the English education field, who offered their opinions and insights into the compatibility of Chat GPT with these frameworks. The results demonstrate a notable congruence between Chat GPT and established theoretical frameworks, including constructivist learning principles, communicative language instruction, task-based learning, and personalized learning approaches. The capacity of Chat GPT to promote active engagement, learner autonomy, knowledge production, authentic language use, and collaborative learning aligns with these theoretical frameworks. Moreover, the research delineates distinct instructional approaches for optimizing the use of Chat GPT, including virtual Socratic dialogues, interactive narrative construction, simulated discourse, individualized exchanges, and practical application of knowledge to real-world problem-solving scenarios. These tactics serve to augment learner engagement, fluency, autonomy, and personalized learning experiences.
Proceedings University of Muhammadiyah Yogyakarta Undergraduate Conference
Improving listening skills can be done from various learning media; one of them is movies. Movies... more Improving listening skills can be done from various learning media; one of them is movies. Movies provide audio and visual, making students convey the meaning of the language while watching. One of the most difficult skills to master is listening. In order to have better skills in listening, students need learning media to improve their listening skills. This study aimed to examine the students' habit in watching English Movies at an English Language Education Department (ELED) of a Private Islamic University in Yogyakarta, the students' listening skill at the ELED of a Private Islamic University in Yogyakarta, and the correlation between the students’ habit in watching English movies and their listening skills. This research was conducted at an ELED of a Private Islamic University in Yogyakarta. Quantitative approach with correlational design was employed in this study. The study included 185 ELED Batch 2018 students and used a convenience sample technique. A questionnaire ...
Prosiding Seminar Nasional Program Pengabdian Masyarakat, Mar 24, 2022
Prosiding Seminar Nasional Program Pengabdian Masyarakat
Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih... more Pendidikan adalah usaha sadar dan sistematis untuk mencapai taraf hidup atau untuk kemajuan lebih baik. Dengan adanya kebijakan pembelajaran secara daring dikarenakan adanya anjuran pemerintah untuk menerapkan social distancing dan dalam rangka mencegah kluster covid-19 di sekolah, maka sekolah-sekolah dituntut agar tetap dapat memberikan pembelajaran efektif kepada peserta didik. Kegiatan pengabdian masyarakat (abdimas) ini ditujukan untuk mengatasi permasalahan-permasalahan yang muncul dalam pembelajaran daring. Secara lebih spesifik, kegiatan abdimas ini ditujukan untuk membangun pembelajaran daring dengan cara melakukan pendampingan kepada guru-guru di sebuah sekolah menengah atas negeri di Kasihan, Bantul, Yogyakarta. Metodologi yang dilakukan meliputi mengadakan pelatihan teknis LMS (Learning Management System) kepada tim Informasi dan Teknologi (IT) sekolah, dan kemudian dilanjutkan dengan mengadakan Training of Trainer (TOT) kepada 10 orang guru yang akan menjadi mentor ba...
Journal of Foreign Language Teaching and Learning
COVID-19 pandemic has affected many sectors of human life, including the educational sector. This... more COVID-19 pandemic has affected many sectors of human life, including the educational sector. This situation has forced the government to impose the School-from-Home policy for all levels of education in Indonesia since March 2020. In this situation, teachers need to be aware of this change and adapt to the situation. The use of media in learning matters since the learning process is switched to online learning. Thus, this paper aims to explore the online learning tools utilized by EFL teachers and EFL teachers’ consideration in choosing online learning tools during the COVID-19 pandemic. This research employed a qualitative approach by conducting in-depth interviews with five EFL teachers from five different state senior high schools in Yogyakarta Special Region, who have taught English for at least two years and have used online learning tools during the COVID- 19 pandemic. This research found six types of online learning tools used by the EFL teachers: learning management systems,...
Proceedings of the International Conference on Sustainable Innovation Track Humanities Education and Social Sciences (ICSIHESS 2021)
Journal of Foreign Languange Teaching and Learning
The study aims at identifying the nature of cognitive and metacognitive reading strategies employ... more The study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers. It also aims at finding out the relationship between the reading strategies used and pre-service teachers' reading comprehension performance. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results showed that for cognitive reading strategies, Highly Successful Readers (HSR) reported using memory sub-strategy more than Less Successful Readers (LSR) and Moderately Successful Readers (MSR), and using comprehension and retrieval sub-strategies less than MSR, but more than LSR. For the metacognitive reading strategies, HSR reported using monitoring and evaluating strategies less than MSR, but more than LSR, and using planning strategy less than both MSR and LSR. The statistical analysis resulted that there is no statistically significant relationship between the cognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.049 < 0.181). There is also no significant relationship between the metacognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.127 < 0.181). Thus, H1 is rejected, meaning that there is no statistically significant correlation between the use of cognitive and metacognitive reading strategies and the pre-service teacher reading comprehension performance. As for the implications, it is suggested that the teacher provides more exposures and practices to apply reading strategies that help the students to comprehend English texts.
Journal of Foreign Languange Teaching and Learning
Information and communication technology (ICT) has always been evolving, and its advancement has ... more Information and communication technology (ICT) has always been evolving, and its advancement has affected every aspect of human life, including education. As future teachers, pre-service teachers need to be aware of this development and have to be able to follow suit by learning how to utilize the technology for their teaching and learning processes. In English as a Foreign Language (EFL) context, Web 2.0 tools have been widely used since they provide opportunities for the users to have interaction and collaboration with other people from around the world, and, thus, open the opportunity to global learning. Therefore, this research aims to explore the Web 2.0 tools that have been employed by the pre-service teachers, and it also aims to examine the benefits they perceived in applying some of the Web 2.0 tools for their learning process in the EFL context. The results of the research show that there are five types of Web 2.0 tools that the pre-service teachers used, namely video sharing platforms, social networking tools, social photo tools, blogs, and game-based learning platforms. Concerning the benefits of using Web 2.0 tools in the learning process in the EFL context, the pre-service teachers stated that they could help them to find information more easily, allow them to collaborate with other people, enhance their language skills, and increase their motivation.
The study aims at identifying the nature of cognitive and metacognitive reading strategies employ... more The study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers. It also aims at finding out the relationship between the reading strategies used and pre-service teachers' reading comprehension performance. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results showed that for cognitive reading strategies, Highly Successful Readers (HSR) reported using memory sub-strategy more than Less Successful Readers (LSR) and Moderately Successful Readers (MSR), and using comprehension and retrieval sub-strategies less than MSR, but more than LSR. For the metacognitive reading strategies, HSR reported using monitoring and evaluating strategies less than MSR, but more than LSR, and using planning strategy less than both MSR and LSR. The statistical analysis resulted that there is no statistically significant relationship between the cognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.049 < 0.181). There is also no significant relationship between the metacognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.127 < 0.181). Thus, H1 is rejected, meaning that there is no statistically significant correlation between the use of cognitive and metacognitive reading strategies and the pre-service teacher reading comprehension performance. As for the implications, it is suggested that the teacher provides more exposures and practices to apply reading strategies that help the students to comprehend English texts.