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All Journal EXPOSURE JOURNAL Inklusi Journal of Disability Studies Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Education LETS: Journal of Linguistics and English Teaching Studies Prosiding Temu Ilmiah Nasional Guru Pendekar: Jurnal Pendidikan Berkarakter Jurnal Cendekia Ilmiah INTERACTION: Jurnal Pendidikan Bahasa
Murtini, Anugrah
Universitas Terbuka,Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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 1 
Act of Resistance against Government Policies in Slavery as Reflected in Uncle Tom’s Cabin Anugrah Murtini
LETS: Journal of Linguistics and English Teaching Studies Vol. 1 No. 2 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (850.174 KB) | DOI: 10.46870/lets.v1i2.139

Abstract

The aims of this research were to find the implementation of government policies toward the AfricanAmerican slaves in America and act of resistance against slavery system as reflected in the novel Uncle Tom’s Cabin. The research employs a descriptive qualitative method by applying sociological approach in analyzing Uncle Tom’s Cabin with reference to Wellek and Warren on the relationship between literary work and social context in which it was written. Data sources are primary and supporting data. The primary data are taken from Uncle Tom’s Cabin, and supporting data are taken from the books, journals, articles, and some sources from internet. In this novel, the researcher found that; 1) Government policies toward the African-American slaves reflected in Uncle Tom’s Cabin are Slave Codes 1705 and Fugitive Slave Act 1850 2) the act of resistence by the slaves against slavery system reflected in this novel is passive resistence. Passive resistences are shown by the characters of the slave such as runnaway, tell a lie, and protesting the authority of their owner.
Pola Komunikasi Guru Pendidikan Anak Usia Dini (Studi Kasus Pada PAUD Bahrul Ulum ) Pulau Balang Caddi Kel. Mattiro Bintang Kab. Pangkep Anggriani Amir; Fitri Rezkiamaliah; Anugrah Murtini
Pendekar : Jurnal Pendidikan Berkarakter Vol 1 No 4 (2023): Agustus : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v1i4.342

Abstract

Early childhood education is an important foundation and foundation for children to continue their lives in the future. In the research conducted, the authors wanted to find out how the communication patterns of early childhood education teachers and what factors were the supports and obstacles in the communication process of early childhood education teachers in KB. Bahrul Ulum Balang Caddi Island Kel. Mattiro Bintang Kec. Liukang Tupabbiring Kab. Pangkep. The method used in research in KB. Bahrul Ulum Balang Caddi Island Kel. Mattiro Bintang Kec. Liukang Tupabbiring Kab. Pangkep is a case study that seeks to explain in more detail with this type of descriptive research. The approach used is the approach of sociology, communication, psychology, and religion with the stages of research namely observation, interviews, and documentation, then using data analysis techniques. So that it can be seen how the communication patterns of early childhood education teachers and what factors support and hinder the communication process of early childhood education teachers in KB. Bahrul Ulum Balang Caddi Island Kel. Mattiro Bintang Kec. Liukang Tupabbiring Kab. Pangkep. This study uses teaching and learning theory. Based on the findings at the research location, the authors can conclude that the communication patterns that are often used are one-way communication patterns and two-way communication patterns. Supporting factors in the communication process are the existence of adequate facilities, teaching aids, and very good textbooks students need. While the inhibiting factors in the communication process are the barriers of the communication process, physical barriers, semantic barriers and psychological barriers.
TEACHER’S PERCEPTION ON BILINGUAL LANGUAGE IN ENGLISH LANGUAGE TEACHING (ELT) Murtini, Anugrah; Rasyiki, Adrian
Prosiding Temu Ilmiah Nasional Guru Vol. 16 (2024): TING XVI 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penggunaan Bahasa Bilingual dalam Pengajaran Bahasa Inggiris, melibatkan Bahasaasli (L1) dan bahasa target, yaitu bahasa Inggris (L2). Penelitian ini bertujuan untuk mengetahuipersepsi guru terhadap penggunaan Bahasa bilingual dalam pengajaran Bahasa Inggris. Penelitianini menggunakan metode kualitatif dan pendekatan deskriptif untuk menganalisis data. Datadikumpulkan melalui Observasi dan wawancara. Partisipan dalam penelitian ini melibatkan tigaorang guru Bahasa inggris dari SMAN 9 Pangkep, Sulawesi Selatan. Hasil penelitianmenunjukkan adanya persespsi yang positif dari para guru di SMAN 9 Pangkep yang menerapkanstrategi bilingual dalam pengajaran Bahasa inggris. Guru menggunakan metode pengajaranbilingual untuk memudahkan siswa memahami ide-ide yang sulit dan memastikan mereka benar-benar memahami materi. Dengan menjelaskan konsep-konsep kompleks dalam bahasa asli siswadan bahasa Inggris, guru membantu siswa merasa kurang cemas atau tertekan. Ketika siswamerasa lebih nyaman, mereka menjadi lebih terbuka dan siap untuk belajar bahasa baru.Pendekatan ini juga membantu siswa beradaptasi secara bertahap dalam menggunakan bahasaInggris, menciptakan transisi yang lebih lancar menuju penggunaan bahasa Inggris secara penuh.Penelitian ini menekankan pentingnya menerapkan praktik bilingual dalam ELT untukmendukung akuisisi bahasa, meningkatkan kepercayaan diri siswa, dan menyesuaikan denganlatar belakang linguistik siswa yang beragam, yang pada akhirnya berkontribusi pada pengalamanpendidikan yang lebih efektif dan inklusif
Students’ Perception on Teachers’ Bilingual Language in English Language Teaching Anugrah Murtini Anugrah
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 1: Desember 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i1.6037

Abstract

Bilingual language in English language teaching (ELT) refers to the pedagogical approach where subjects are taught in both a student's native language (L1) in this case Indonesian and the target language, English (L2). This study aimed to find out the students’ perception about the use of bilingual language by the teacher in class XI at SMAN 9 Pangkep. The researcher used a mixed-method approach, integrating both quantitative and qualitative data to provide a more comprehensive understanding of the research questions. The data was collected through observation, questionnaires, and interviews. The participants of questionnaire involved 83 students and 10 students in interview, they are from XI grade in SMAN 9 Pangkep. South Sulawesi. The findings revealed that students had positive perceptions of the teacher’s use of bilingual language during the class, it facilitated their learning of English, making it easier for them to understand the material, enhanced their English skill, contributed to a more comfortable classroom environment and enhanced students' confidence to participate actively in class discussions.
Curriculum Alignment and Skill Acquisition: A Case Study of CEFR Implementation on Speaking Course Hadianti, Siti; Hidayah; Benny Nugraha; Suci Madiarti Isman; Roihatul Millah; Anugrah Murtini
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.1896

Abstract

Students' English proficiency is often measured by their skills in listening, speaking, reading, and writing. Among these, speaking is a primary focus of the English Education Department at Universitas Terbuka (UT). To assess whether students reach the desired level of proficiency, the department relies on standardized frameworks like the Common European Framework of Reference (CEFR). UT's curriculum on the Speaking course highlights the importance of CEFR, specifying that teaching should foster skills progression in English from elementary (A2) to intermediate (B2) levels. Despite this, there is a need to evaluate whether the implementation aligns with the curriculum's objectives, as the real-world application sometimes falls short of these standards. This research adopts a case study approach using mixed methods, combining qualitative and quantitative data in three regions. The result shows that the curriculum of speaking classes is based on the CEFR at the B2 level.
Project-Based Learning and Group Discussion to Enhance Critical Thinking in English Language Education: A Qualitative Case Study in SMA 1 Blora Murtini, Anugrah; Rasyki, Adrian
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1586

Abstract

This qualitative case study investigates the implementation of Project-Based Learning (PBL) combined with Group Discussion (GD) to enhance students' critical thinking skills in English language education at SMA 1 Blora. The study involved 32 students from the 11th-grade English class and was conducted in August 2025. Data were collected through classroom observations, interviews with students and teachers, and analysis of students’ project outputs. The findings indicate that integrating PBL and GD fosters higher-order thinking, improves problem-solving skills, and encourages collaborative learning. Students demonstrated increased engagement, reflective thinking, and the ability to articulate ideas coherently in English. The study concludes that PBL and GD are effective pedagogical approaches to cultivate critical thinking in secondary English education contexts.
Intervening at the Margins: Preschool Teachers’ Perception of Disability Intervention in Rural Areas Mustapa, Noviana; Widya Rizky Pratiwi; Dwi Rezki Hardianto Putra Rustan; Juhana; Anugrah Murtini; Samihah Mahamud
INKLUSI Vol. 12 No. 2 (2025)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.120211

Abstract

This study employed a quantitative descriptive survey design to examine preschool teachers’ perceptions of interventions for children with disabilities in rural areas of Banten, Indonesia. Data were collected from 62 preschool teachers using a 25-item questionnaire covering five domains: understanding of disability, early identification, intervention planning, classroom implementation, and evaluation. Descriptive statistical analysis was used to interpret the data. The findings indicate that teachers generally hold positive attitudes toward inclusive education and recognise the importance of differentiated learning approaches. However, notable gaps remain in teachers’ practical competence and confidence, particularly in developing Individual Learning Plans and implementing interventions independently in classroom settings. Professional collaboration was also perceived as limited due to insufficient guidance and access to specialist support. These findings highlight the need for targeted professional development to strengthen teachers’ capacity to implement inclusive practices effectively, especially in rural contexts where access to training and support remains constrained. Penelitian ini menggunakan desain survei kuantitatif deskriptif untuk mengkaji persepsi guru PAUD terhadap intervensi bagi anak dengan disabilitas di wilayah pedesaan Banten. Data dikumpulkan dari 62 guru PAUD melalui kuesioner berisi 25 butir yang mencakup lima aspek: pemahaman tentang anak dengan disabilitas, identifikasi dini, perencanaan intervensi, pelaksanaan di kelas, dan evaluasi. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa guru umumnya memiliki sikap positif terhadap pendidikan inklusif dan memahami pentingnya pembelajaran yang beragam. Namun, masih terdapat kesenjangan pada kompetensi praktis dan kepercayaan diri, khususnya dalam penyusunan rencana pembelajaran individual dan pelaksanaan intervensi di kelas. Selain itu, kolaborasi profesional masih terbatas akibat kurangnya bimbingan dan akses terhadap dukungan. Temuan ini menegaskan perlunya pelatihan profesional yang lebih terarah untuk memperkuat kapasitas guru dalam menerapkan praktik pendidikan inklusif secara efektif, terutama di wilayah pedesaan.
PENGUATAN PEMBELAJARAN PAUD MELALUI INTEGRASI TEKNOLOGI DIGITAL AI DAN ALAT PERMAINAN EDUKATIF INTERAKTIF DI HIMPAUDI Rizky Pratiwi, Widya; Rezki Hardianto Putra Rustan, Dwi; Mustapa, Noviana; Murtini, Anugrah; Juhana, Juhana; Syamsudin, Muhamad
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 3 (2026): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i3.966-976

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) oleh tim dosen dan mahasiswa  Universitas Terbuka bertujuan untuk mendorong transformasi pembelajaran PAUD di wilayah Himpunan Pendidik dan Tenaga Kependidikan Anak Usia Dini  (HIMPAUDI) Kecamatan Legok melalui dua fokus utama yaitu integrasi teknologi digital serta pemanfaatan media edukatif interaktif Alat Permainan Edukatif (APE) dalam pengelolaan dan pembelajaran. PkM ini menyasar mitra yaitu HIMPAUDI Kec. Legok, Kab. Tangerang. Metode kegiatan terdiri dari tiga tahap utama, yaitu: 1) Analisis Kebutuhan (Pelaksanaan FGD dan distribusi angket); 2) persiapan (komunikasi dengan mitra, koordinasi dengan Tim PkM, pembuatan materi, dan pengadaan peralatan hadiah Quiz dan hibah); 3) pelaksanaan PkM (pemberian materi dan hibah APE). Melalui tahapan yang sistematis, kegiatan ini telah memberikan solusi konkret terhadap permasalahan yang dihadapi guru dan pengelola PAUD. Kedua materi pelatihan yang diberikan tidak hanya meningkatkan kompetensi pendidik PAUD secara teknis, tetapi juga membangun kesadaran pentingnya pembelajaran yang inklusif, partisipatif, dan berbasis pengalaman. Kegiatan PkM ini menciptakan dampak positif yang berkelanjutan, tidak hanya dari sisi peningkatan pengetahuan dan keterampilan, tetapi juga dari sisi motivasi dan kepercayaan diri para guru dalam menerapkan inovasi pembelajaran di kelas masing-masing. Simulasi, ice breaking, serta praktik langsung selama workshop terbukti efektif dalam menjembatani teori dan praktik yang aplikatif. Partisipasi aktif mitra serta antusiasme selama kegiatan menunjukkan adanya kebutuhan yang mendalam terhadap pelatihan sejenis, sekaligus mengindikasikan pentingnya kesinambungan program PkM yang mendukung peningkatan kualitas pendidikan anak usia dini di Indonesia secara menyeluruh.
THE RELATIONSHIP BETWEEN BILINGUAL METHOD AND VOCABULARY SKILLS IN EARLY CHILDHOOD AT INTERNATIONAL KINDERGARTEN SCHOOLS IN MAKASSAR Anugrah Murtini
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/nc8cap89

Abstract

influences children’s cognitive, social, and communicative competencies. In the era of globalization, bilingual ability has become increasingly important for young learners, particularly in international-based educational settings. Previous studies have generally reported that bilingual education contributes positively to children’s language acquisition; however, many of these studies focus broadly on bilingual learning without specifically examining how particular bilingual instructional practices such as code-switching and dual-language exposure affect English vocabulary development in Islamic kindergarten contexts in Indonesia. In addition, limited research has explored this issue within international Islamic early childhood institutions in Makassar, creating a gap in empirical evidence regarding the effectiveness of bilingual instructional implementation in such settings. This study aims to examine the relationship between bilingual instructional methods and the English vocabulary performance of children enrolled in international Islamic kindergartens in Makassar, Indonesia. The bilingual instructional methods investigated in this study include teachers’ use of code-switching between Indonesian and English during classroom interaction, as well as dual-language exposure through learning activities, classroom communication, songs, storytelling, and visual media Data were collected through classroom observations, teacher questionnaires, and English vocabulary tests designed to measure children’s word knowledge. The findings revealed a statistically significant positive relationship between bilingual instructional practices and children’s English vocabulary outcomes, with a Spearman correlation coefficient of ρ = 0.395 (p < 0.05). These results indicate that structured bilingual exposure and interactive language practices can support vocabulary acquisition in early childhood learners. The effectiveness of bilingual instruction was also influenced by teacher competence, engaging teaching strategies, and parental involvement in children’s language learning. The novelty of this study lies in its focus on specific bilingual instructional strategies—particularly code-switching and dual-language exposure—within international Islamic kindergarten settings in Makassar, an area that has received limited scholarly attention. This study therefore contributes empirical evidence to the field of early childhood bilingual education by demonstrating how contextualized bilingual practices can foster English vocabulary growth among young learners in Islamic educational institutions.
Co-Authors Anggriani Amir Benny Nugraha Dwi Rezki Hardianto Putra Rustan Fitri Rezkiamaliah Hidayah Juhana Juhana, Juhana Mustapa, Noviana Rasyiki, Adrian Rasyki, Adrian Roihatul Millah Samihah Mahamud Siti Hadianti, Siti Suci Madiarti Isman Syamsudin, Muhamad Widya Rizky Pratiwi, Widya Rizky